At Redmile CE Primary School we believe in making all learning purposeful and meaningful. We do this by teaching the national curriculum and personal excellence curriculum through the use of projects for the art and design, geography, history and computing. We also make links, where possible to English, maths and science.

Projects allow teachers to create lessons and activities that leads to a high quality end product that is exhibited to an authentic audience. Projects are designed and planned to cover all aspects of the national curriculum whilst at the same time providing a rich, real life learning experience. This way of learning allows our students to develop their own self-confidence, independence and creativity, as well as develop skills that prepare them for a world outside of school. Children are at the centre of all learning and we are proud to work with them and their parents to help them achieve their full potential.

Guiding these projects are our school-wide termly focuses:

  • Autumn Term 1: Art
  • Autumn Term 2: History
  • Spring Term 1: Geography
  • Spring Term 2: Computing
  • Summer Term 1: DT
  • Summer Term 2: Music and Drama

To support learning further, we have specialist Spanish and music teachers as well as sports coaches to deliver games, gymnastics, swimming and dance. RE and PSHCE are also taught discreetly.

If you would like to know more information about the curriculum, please contact the school office or visit the National Curriculum page (external link) on the Government website.

How We Deliver the Curriculum - Our Project-Based Learning Approach

We take a project-based learning approach to teaching and learning here at Redmile Primary School. This is a way of teaching and learning, whereby many areas of the curriculum are connected together with a real-life purpose and a real-life outcome where children develop essential skills for life in all areas.

It allows learning to be more natural and less fragmented.

It allows English to grow progressively, and children have a real purpose for writing which inspires and motivates them.

It guides connected ideas to follow on easily.

The result of working the project-based learning approach is that children:

  • Will have fun;
  • Will be more actively involved;
  • Will develop learning skills more quickly, as each one is connected to and reinforced by the other;
  • Will be more confident and motivated.

Throughout all projects, children are taught skills in art, design and technology, science and ICT. RE can be integrated into topic areas as well as following the RE scheme of work, PSCHE are also developed discretely and throughout each day. As a school we ensure throughout the time in each key stage the children are taught every aspect of the curriculum and build on the knowledge and skills of previous years.


Class 3 investigating the digestive system.
We love Science at Redmile!

We visited the Big Bang Science Fair at the NEC in Birmingham...
...then the whole school held our own ‘Super Science Fair’ for parents where we showcased all of our science skills!

We love to take part in ‘Woodland Adventures’ and use our wonderful surroundings to learn all about nature as well as team working.
Our school loves to be creative; this is a giant piece of artwork about the creation story from the Bible.

Key Objectives

These documents explain the suggested objectives for the subjects for Years 1 to 6:


Our aim is that all pupils will become fluent readers and creative writers who can reason and articulate choices and preferences about the use of English.

Children are encouraged to embed and apply their understanding of both spoken and written language across the curriculum, through a wide range of activities developing: a love for reading and an understanding of grammatical features which can then be applied to their work.

Spelling and Phonics

In Reception and Year 1, we use the Read Write Inc. programme for the teaching of phonics, reading and writing. Children are introduced to new phonemes and graphemes on a daily basis.

Set 1 sounds are the initial letter sounds are called ‘speed sounds’ – because we want your child to read them effortlessly. They are taught in the following order: m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk

When appropriate, children progress to Set 2, where they will learn more representations of speed sounds (eg. ay as in play, ee as in tree and igh as in high). Every speed sound has a list of green words linked to it, so your child can ‘sound out’ and ‘sound blend’ words containing the new speed sound they have just learnt, for example s-p-r-ay = spray.

When learning their Set 3 speed sounds, they will be taught that there are more ways in which the same sounds are written, eg. ee as in tree and ea as in tea.

Find out more information on Read Write Inc by following the links below:

  • Read Write Inc Phonics - reading and writing kits developed for parents who want to support their child’s phonics learning at home.
  • How To Videos - a series of videos to help parents better understand how key topics are taught in school.
  • Reading at Home - advice for parents on supporting children at home.

From Year 2 to Year 6, we use the Read Write Inc Get Spelling Programme. Both of these programmes are comprehensive and ensure children learn the sounds, spelling rules and patterns appropriate for their ability and age.

Older children are set weekly spelling lists to learn, based on their spelling focus in-class. These are tested on a weekly basis.

Find out more information in the documents below:

Reading/Novel Studies

Children are taught the essential skills of reading (word recognition and comprehension) whilst also using a rich and varied range of literature and information texts to further develop what they already know and extend their vocabulary. Our aim is for all children to foster a love of reading and encourage them to read for pleasure.

We have a wide range of books that support children to learn to read. The books are carefully matched to the children’s reading ability and interests. We also have a small but well-stocked library where the children can borrow books to enjoy and read at home as well as in school.

As part of our English curriculum, each class undertakes a novel study each half term where they dig deeper into a novel to find hidden meanings and to be transported into the world of that novel. This allows the children’s imagination to go wild, as all their writing tasks revolve around that particular novel.

Visit the Oxford Owl website (external link) which has over 100 free ebooks for you to enjoy with your child.

Also see:

Class 4 enjoying our class read of ‘Harry Potter and the Philosopher’s Stone’ by JK Rowling.
Our immersive classrooms.


Through high quality teaching our children will learn how to speak clearly, articulating their thoughts and points of view with clarity whilst also thinking about the listener and develop as creative and skilled writers. Children will be encouraged to develop a handwriting style which is legible and joined.

We aim to broaden the children’s vocabulary by teaching and modelling a wide vocabulary, thus ensuring that the children increase their own store of words and understand the meaning of them. As a school, we continue to set high standards for our children so that they can continue to achieve highly.

We present our children with vast opportunities for writing, including a variety of extended writing for different audiences and purposes. Writing lessons aim to inspire and unlock the creativity of the children by using a variety of stimuli, including author visits, visual literacy, novel studies, community connections, school trips, and cross-curricular links.

Author Grant Koper sharing his book, ’The Day Granny’s Knickers Blew Away’.
Class 4’s powerful pieces of writing based on their topic and novel study, ‘War Horse’ by Michael Morpurgo.

Class 2’s amazing writing about the Great Fire of London.
Class 1 wrote letters to cheer up Freddy in their story, ‘Fly, Freddy, Fly’.


Key Instant Recall Facts (KIRFs)

To help develop children's fluency in mathematics, we ask them to learn Key Instant Recall Facts each half term. Children should aim to practise their KIRFs at least three times a week:

Foundation Subjects

Skills Frameworks:


All documents on this page are pdf files unless otherwise stated.