Our SHINE Curriculum

At King Charles School, our core aim is to help children develop a knowledge and understanding of the physical and natural world. We provide opportunities to explore, create, investigate, collaborate and experiment; we want our pupils to enjoy their learning and have the skills needed to be successful learners with high aspirations.

The Intent of our curriculum here at King Charles is that pupils are enabled to SHINE!

Our Review of our Curriculum

Our Curriculum

At King Charles Church of England Primary School, well-being is at the heart of all teaching and learning. Our school ethos places the highest importance on recognising the development of the whole child and our strong pastoral care underpins this belief supporting our children to flourish. Our curriculum prepares children for the next stage of their education and to be 21st century world citizens.

The intent of our curriculum is for pupils to enjoy and be motivated by their learning and have the requisite skills to be successful learners with high aspirations. Through a range of contexts and approaches, including working collaboratively and providing opportunities for exploration, children are inspired to be creative, imaginative and independent.  These approaches enable children to feel safe to try new things thus building confidence and resilience.

The National Curriculum is mapped out and delivered through our SHINE curriculum and assessed using Target Tracker and the Chris Quigley Framework as a basis to ensure coverage, progression and depth of learning.

Our ‘SHINE’ curriculum embraces:

Spirituality – encouraging our pupils to reflect upon their learning and its impact on themselves and others
Hope – providing aspirational opportunities
Inspiring – a curriculum and experiences which engage and inspire learners
Nurture – caring and growing ourselves, others and God’s creation
Environment – developing an awareness of our local, national and international community

Every child is challenged which results in good progress, whatever their starting point.  Therefore, all children achieve and experience success.  The National Curriculum is further enhanced through our fortnightly Ex-days where  children experience new topics and explore, experiment and extend their learning in exciting ways.

The school’s core values of achievement, aspiration, creativity, friendship and teamwork underpin the curriculum. The spiritual, moral, social and cultural development of our children and their understanding of British Values prepare them positively for life in modern Britain.

As a large primary school, we value living well together, getting to know each other and building relationships across the whole school.   Just a few examples of this are: KCT Time where we vertically group children giving opportunities for all year groups to interact; Circle Time where class families work together; and extra-curricular activities which enhance the curriculum’s aim of ensuring physical and mental well-being.

Our outdoor environment, enrichment visits and the local community provide further opportunities for active learning for all our pupils. Our school grounds are being developed with the purpose of promoting opportunities for developing wisdom, knowledge and skills in different curriculum areas and to offer spaces for pupils to reflect spiritually.

Learning and Developing Skills and Knowledge

Through reviewing our curriculum, we have thought very carefully about the skills and knowledge that our children will learn, refine and deepen.  This is evident in the way in which we talk about our learning.

Put simply, it’s important for us all to understand that we’re not ‘doing history or doing art’.  We’re being historians and we’re being artists.

For example, being an historian involves key skills and attributes such as investigating the past, understanding chronology (the timeline of events), the effects of history on the world and being able to talk confidently about this using key vocabulary.  We’re calling these concepts – what it takes to be an historian.  These concepts are then revisited, deepened and extended and pupils move through school.

Early Years Foundation Stage  (Reception)

Click here to view the Spring half termly curriculum overview

Year 1

Click here to view the Spring half termly curriculum overview

Year 2

Click here to view the Spring half termly curriculum overview

Year 3

Click here to view the Spring half termly curriculum overview

Year 4

Click here to view the Spring half termly curriculum overview

Year 5

Click here to view the Spring half termly curriculum overview

Year 6

Click here to view the Spring half termly curriculum overview

Sharing our Learning with You

You’ll have noticed on our weekly newsletters that our work as geographers, musicians, historians, artists or writers are being shared with you so that you know what we’re learning here in school.  This is based on the information provided in the topic overviews in the table above.

We are going to start inviting you into school more often to come in and see your child shine – SHINE Time! (Something that our pupils are already enjoying here where they share their learning with a buddy).

We recently sent home the first of our new look curriculum newsletters. (These can be found in the table above) You’ll see here exactly what we mean about the skills and knowledge that we’re learning here as part of our SHINE Curriculum.

We still have topics – these are used to thread some key learning through a range of subjects.  For example, our Year 3 pupils are historians learning about how the Romans have impacted on life today and then when they are writers producing some diaries as a Roman soldier and also being geographers when using mapping skills to learn where exactly the Roman Empire was.

For some topics, there might not be any history skills being learned.  This might be when the topic if very scientific and skills such as predicting and explaining are being developed.  Through mapping our curriculum carefully for each year group, we can ensure that all of the expectations of the National Curriculum and the aims of our SHINE curriculum are covered for all pupils.

In some areas, the skills as a scientist or a designer might not link directly to a topic.  We will still learn skills here but as a more ‘standalone’ approach to ensure that the skills and knowledge continue to be developed.

Foundation Stage

The Foundation Stage

In our Foundation Stage (Nursery and Reception) our curriculum is planned using the Early Years Foundation Stage Curriculum.  To find out more about our Foundation Stage, click on the link below:


At King Charles we teach English so that: children write in a range of genre with an awareness of their audience; children can speak clearly and audibly, taking account of their listeners; children listen with concentration to enable recall of key learning; children become effective communicators; children become enthusiastic, confident and independent readers; children enjoy writing, and can adapt it for a range of purposes; children apply a range of writing skills and techniques to their writing.


The teaching of phonics is delivered using resources that refer to the teaching of ‘synthetic phonics’.  This strategy of teaching phonics links directly to the way in which we teach reading which uses ‘banded reading books’ made up of a selection of books using schemes such as the Oxford Reading Tree.

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This is achieved through providing a range of picture, story and non-fiction books in our well stocked Library. Enjoyment of writing is fostered through use of drama, story and the use of ICT.

We actively promote strategies to cater for each individual through our personalised approach to learning.


At King Charles we recognise the importance of ensuring a sound mathematical ability built on real-life, contextual experiences.

Within the Foundation Stage, children are provided with opportunities to explore number, patterns, measure, shape and space. Both inside and outside of the classroom, learning encourages the application and exploration of mathematics and activities are planned in line with the Early Learning Goals.King Charles (47 of 52)

Across Key Stages One and Two, using the Hamilton Trust Mathematics Planning as a planning tool, opportunities such as those in the Foundation Stage are built upon: exploration, applying and problem solving using mathematics in and out of the classroom environment.

Through the topics we learn and the subjects we teach, opportunities for embedding mathematics are maximised ensuring further contextual learning of the subject.

To support the parents and carers of our pupils, we provide workshops at which we share the strategies we use in mathematics in Key Stages 1 and 2.  The handouts we provide are available here: addition and subtraction  multiplication and division


Our primary aims in science are clear; we want children to be able to question the world around them, acquire a systematic and scientific approach to learning and develop skills, understanding and attitudes about the world in which we live.

Through practical, informative and exciting scientific opportunities, our pupils are supported to develop scientific inquiry skills, analyse problems, form ideas and test and modify their thoughts and predictions through experimenting and learning together.

Through our topic-based approach our pupils are exposed to scientific learning through meaningful and engaging contexts such as learning about light whilst studying the blackout in WWII, exploring habitats and living things whilst learning about rain forests or building circuits through learning about the impact robotics and machinery have had on the world since the Victorian era.

Religious Education

In Cornwall, our RE Curriculum is planned and delivered in line with our Local Authority’s Agreed Syllabus.  This syllabus ensures that religion is taught ensuring that there are opportunities to learn ‘from’ and ‘about’ religion.  In our school, as a Church of England School, there is a weighting on Christianity but of course, we learn about other world faiths too as this enables us to show a greater level of understanding and respect towards them.  Click here to view our RE curriculum overview.Religious education is a statutory part of the curriculum. It has equal standing in relation to the core and other foundation subjects.

As a Church of England (VC) School, RE reflects the Anglican tradition of the school and follows the County Agreed Syllabus, which provides the main framework for our programme.

Our emphasis is placed on Christianity and other world religions are included in the programme.
Pupils learn about religion by exploring beliefs and practices and realising their importance, thus enabling them to develop and discuss their own beliefs and values.

We aim to provide opportunities in R.E. that link to PSHE for children to evoke an inner response set within a Christian context, eg repentance, forgiveness, trust and commitment.KingCharles (65 of 256)

We aim to provide experiences which will enable those with a Christian commitment to express it, but to enable all children regardless of religious background to explore their own inner and spiritual experiences and feelings.

We aim to promote: an awareness and awe of the wonder of the world created by a loving, caring and forgiving God relationships based on love, care and consideration sharing of experiences – of the happy and sad observation of how others express their experiences, belief and faith the encouragement to write and talk about their own experience and those of others.

We have a strong relationship with our local parish church of King Charles the Martyr and other churches in our locality from which clergy come into school to lead collective worship and learning in RE lessons.

We aim to provide stimulating activities based on Biblical knowledge, historical facts and Christian living for today. Religious Education draws on stories, drama, poetry, music, dance and art.

We observe the Anglican cycle of seasons and festivals throughout the school. We follow the Cornwall Agreed Syllabus 2014. Teachers of the Foundation Stage have adapted ideas based on the Cornwall agreed Syllabus which links to the Early Learning Goals.

Withdrawal of children from Religious Education Section 25 of the 1944 Education Act relates to the right of parents to exercise their rights in relation to their child’s attendance at religious worship or instruction. A parent has the right to withdraw a pupil from attendance at religious worship or instruction at any county or voluntary school. No reason need be given for such a withdrawal. Schools remain responsible for the supervision of pupils so withdrawn. If the school cannot provide suitable alternative instruction, then the parent may provide it elsewhere and the pupil may be released from school for that purpose. It should be noted that when a pupil is released in this way, the arrangements must not interfere with his/her regular education programme and therefore the absence must either be at the start or end of school session.

History and Geography

Geography We aim to build on a child’s natural curiosity about the environment in which they live.

We develop this through studying themes and topics- Places, Settlement, Environments. We develop geographical skills including mapping, using maps and atlases and enquiry skills.

In Foundation and Key Stage One we use our school site and the locality to develop themes and skills. We use Barnaby Bear’s travels to develop study of more distant places.

In Key KingCharles (211 of 256)Stage Two, our studies of local and distant places are supported with the use of ICT. We observe and record the weather.We explore the geographical issues of Cornwall and through the Inspire Curriculum, we explore physical and human geographical features of countries and continents across the planet.We consider a range of topical environmental issues.

Through our History Curriculum, we aim to foster awareness of the historical aspects of local, national and global environments and events. We provide primary and secondary source material e.g pictures, documents, artefacts, and people! Through these we aim to arouse and sustain interest in the past. We aim to develop research and interpretation skills.

We aim to bring an awareness that there are different views about the past. In Foundation and Key Stage One we use familiar objects and experiences: Toys, Pastimes, Holidays, Homes, Jobs and Famous People. In Key Stage Two we study different units: Ancient Greece, Romans, Saxons and Vikings, Tudors, Victorians, Britain since 1930 and Local History.

Art and Design

Through our Art Curriculum, we aim to develop an appreciation of shape, colour and texture. We aim to develop pKingCharles (28 of 256)ractical and observation skills. We encourage responses to the natural and built environment. Children work from imagination and observation as well as working in the style of professional artists.


Children have opportunities in drawing, painting, printmaking and modelling. Children often have the opportunity to work alongside local artists. Children use a range of tools and media. We encourage respect for the work of others.

Our Design Technology (DT) Curriculum’s core aim is to prepare children for life and work in our technological world. DT draws together English, Maths, Science and Art to make practical solutions to real problems. We aim to stimulate intellectual and creative abilities through completion of design projects. Pupils identify needs, develop ideas and designs, test, make and evaluate solutions. Our planning covers three components: *Food Technology *Resistant Materials *Textiles


We have a purpose built computer suite with 18 work stations and a number of wireless laptops which can be used in individual classrooms. In addition, we have a bank of iPads that are used across the school to support learning.  All teaching staff have an individual laptop for planning and teaching use and every classroom in the school has an interactive white board with multimedia sound system.KingCharles (90 of 256)


We teach the ICT skills of keyboard, word processing/desk top publishing, graphics, control (programming) and Internet research, all of which are applied in all curriculum areas. Each class has a multimedia projector for whole class and group teaching as well as interactive whiteboards. ICT also includes use of digital still and video cameras, audio equipment, projectors and dictaphones. Film making has also been introduced

PE and Games

At King Charles, we are incredibly proud of our sporting achievements, both individually through personal challenge and collectively through our team sports. Currently, we have teams that represent us in football, touch rugby, swimming, cross country, athletics, basketball and netball among many others!

As members of the Falmouth Sports Partnership, we have access to many competitions, equipment, coaching and training for our staff and pupils. As a progressional pathway of the Cornwall School Games, success at local events can pave the way for competitions in the wider Cornish community.

With a wide and varied curriculum, which includes many 'traditional games', as well as key physical skills, our aim is that children develop their overall physical literacy, growing their confidence and widening their skill-set. By the time that students leave King Charles, our intent is that they have the physical competence, fitness and aspiration to continue in their sporting endeavours, as well as have a positive attitude towards physical activity.

To help us achieve our PE and Sports goals alongside Mr Harris (PE & Sports Lead), we are lucky to have Mr Matthews, who is employed to support staff and students in PE lessons, organise, liaise and accompany our students on team games and lead active lunchtime sessions


Music is intensely practical and children are encouraged to explKingCharles (184 of 256)ore and broaden their experiences in a range of music and musical activities, these include: Singing Playing instruments to keep time, accompany and make up rhythms Composing making up tunes, rhythms and songs Performing demonstrating to others, Listening to others compositions and a range of music Appraising judging carefully and giving opinions.


We are proud of our musical achievements and opportunities to develop musical interests are encouraged outside of the classroom where visiting teachers come into school to teach us guitar, clarinet, violin and singing among others.

Collective Worship

At King Charles, school worship is a central part of our curriculum through which we promote and support the spiritual and moral development of children and to give them opportunities to be aware of the presence of God and to explore and develop their own beliefs.  A core driver within our SHINE curriculum is spirituality and it's through Worship that we can add to the ways in which we provide opportunities for our children to be spiritual, reflect or pray.

Prayer is important to us and here you can see our 'Prayer at King Charles' document which has been developed to make clear our intent and support our teachers with the implementation of powerful, meaningful prayer opportunities.

In our school, we have a daily collective worship where, whether as a whole school, year group, phase or class, we come together to reflect, share, worship and celebrate.

Collective worship follows a termly theme across the school which is part of our whole school values plan.  You'll see here that our core school values are interwoven with Christian values which we explore through worship.

Each day, our classes have a class-based assembly where they come together as a group to reflect on our whole-school theme and to discuss current issues and celebrate successes.  Every Wednesday, whole-school Worship is held when come together to share a theme.  Friday morning sees our whole school community come together and celebrate the success of our pupils in our Shine Assembly.

We are delighted to have a team of pupils who, working alongside Mrs Venton and Mrs Wheeler (from Transforming Mission Falmouth), lead our school in worship.  Our School Worship Action Team (or SWAT as we like to call them) have led our school in worship where we reflected on Harvest and the meaning of the Christingle.

AimsKingCharles (51 of 256)

  • To encourage children’s natural sense of wonder and awe in Gods creation and to develop the qualities of curiosity, celebration, mystery and gratitude which are the cornerstones of worship.
  • To provide children with experiences which have an individual and personal meaning, but also foster the sense of belonging to a worshipping community.
  • Provide learning experience which will enable those children with a Christian commitment to express it.
  • Provide a means for all children regardless of faith backgrounds to explore their inner feelings and spiritual experiences.
  • Promote a community of positive relationships based on love, care and commitment reflecting the community of the Holy Trinity.
  • Promote shared experiences of both joyful and sad occasions.
  • Provide stimulating activities based on Biblical knowledge, historical and Christian living in the world today.
  • Draw on the life and teachings of Christ as a model for education, recalling that He posed challenging and probing questions and demanded responses.
  • Provide children with a variety of worship styles and settings within the traditions and doctrines of the Church of England.
  • Follow the pattern of Anglican worship through the seasons of the Anglican calendar, observing Advent, Christmas, Epiphany, Lent, Easter and Pentecost. Observe major festivals and Saint’s Days.
  • Invite visitors to lead worship, both clergy and lay people from Anglican and other denominations.
  • Encourage pupils to participate in leading worship and so throughout the year, each class will lead a Friday worship session.

Withdrawal of children from Religious Education Section 25 of the 1944 Education Act relates to theKingCharles (71 of 256) right of parents to exercise their rights in relation to their child’s attendance at religious worship or instruction. A parent has the right to withdraw a pupil from attendance at religious worship or instruction at any county or voluntary school. No reason need be given for such a withdrawal. Schools remain responsible for the supervision of pupils so withdrawn. If the school cannot provide suitable alternative instruction, then the parent may provide it elsewhere and the pupil may be released from school for that purpose. It should be noted that when a pupil is released in this way, the arrangements must not interfere with his/her regular education programme and therefore the absence must either be at the start or end of school session.