Aims and Objectives of the Mayflower Curriculum

Aim of our Curriculum:

The aim of our curriculum is to engage every child in a relevant and interesting curriculum.  We believe as educators that the curriculum should be aspirational, purposeful and inclusive, to ensure that all children develop a sense of curiosity and identity in the world around them.  A progressive curriculum offers the chance for every individual child to access learning at their level by building on previous knowledge and skills.   Each child should be challenged and inspired through a rich curriculum to ensure that they are motivated to achieve their best in preparation for the next key stage.

Objectives of our Curriculum:

  • To provide a curriculum that facilitates opportunities for every child to access a broad and balanced curriculum that encompasses all objectives of the National Curriculum and beyond.
  • To develop all children’s aspiration, confidence, independence and self-motivation relevant to life in modern Britain.
  • To engage pupils in learning that promotes depth and a richer understanding of the world – past, present and future.
  • To underpin reading, writing and speaking and listening skills across the curriculum in a variety of contexts for a range of purposes.
  • To challenge and support every child so that they reach their potential or National academic benchmarks and are well prepared for the next key stage.

Rational – Our Approach to Curriculum Design

EYFS – Nursery and Reception

In EYFS, children will experience the seven areas of learning that are outlined in the DfE Guidance – Development Matters. This is organised under the following areas:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Physical Development
  • Expressive Art and Design

These areas underpin the organisation of the learning environment; the activities provided for children and the monitoring of children’s progress and development.

Children benefit from meaningful learning across the Early Years curriculum through play-based activities.  The EYFS curriculum is taught considering responsible pedagogy in relation to the learning needs of the children in order for children to understand the world around them.  Staff present information clearly to children, promoting appropriate discussion about the subject matter being taught. They communicate well to check children’s understanding, identify misconceptions and provide clear explanations to improve their learning. In so doing, they respond and adapt their teaching as necessary.  Staff read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary.

All Early Years staff help young children learn and cover all aspects of the curriculum in order to best prepare children at the start of their school journey.  Adults’ interactions with children during planned and child-initiated play and activities ensure clear communication to provide a model of language through showing, explaining, demonstrating, exploring, encouraging, questioning and recalling.  Therefore, adults are able to facilitate and set challenges to assist children’s progress in all areas of the curriculum.  The provision provides attention to the physical environment, as well as the structure and routines of the day that establish expectations.  Integral to teaching is how practitioners assess what children know, understand and can do, as well as taking account of their interests and dispositions to learn (characteristics of effective learning), and how practitioners use this information to plan children’s next steps in learning and to monitor their progress and to integrate new knowledge into larger concepts.  The skills that children develop in order to gain new knowledge prepares them for the work they will undertake in Key Stage 1 and 2.


The school believes that a systematic and synthetic approach to phonics is essential in allowing every child to become and effective reader.  From Nursery to Year 1, the children follow the Little Wandle Letters and Sounds Revised programme to ensure that progression across these year groups is rapid.

Daily phonics carpet sessions in Reception introduces four new sounds a week.  In Year 1, children also learn four new sounds a week and alternative pronunciations of previously learned graphemes.  Children are taught systematically and progressively in order to build a solid foundation of phonics before being introduced to a wider range of strategies in Year 2 and beyond.  Teachers utilise the resources, including Big Cat reading scheme, which supports children’s learning to revisit, review, teach, practice and apply each sound as they progress through the scheme.  All reading resources across Reception and Year 1 match to the stage of the children’s phonetical knowledge.  Where this is not the case, children receive targeted intervention in order to ensure children keep on track.

Children have further opportunities to learn phonics through Daily Supported Phonics (DSPh) sessions.  Within these sessions, children work in small groups with an adult and are given the chance to apply their phonetical knowledge to books that match what the children are learning in class, linked closely to their progress and stage of development in phonics.  This targeted approach is put into place to ensure that all children are able to have a solid foundation in phonics by the end of Year 1.

Key Stage One and Two – Years 1 to 6

In Key Stage One and Key Stage Two, children are taught all the elements of the National Curriculum for both core (English, Maths and Science) and foundation subjects (history, geography, music, art, physical education (PE), design technology and religious education). Philosophy is also features in our curriculum in order to generate opportunities for critical thinking. In Key Stage Two, children are taught Spanish as a Modern Foreign Language.

Key Stage 1 and 2:

Our curriculum encompasses a balance of subjects that are taught in isolation and subjects that are linked together into topics.

Isolated Teaching Subjects: Topic Based Learning Subjects:
·         Literacy (Reading)

·         Maths

·         Science

·         RE

·         PSHEE

·         Music

·         Spanish

·         PE

·         Spelling Punctuation and Grammar

·         Handwriting

·         Literacy (Writing)

·         History

·         Geography

·         Art

·         DT

·         ICT

Mayflower Federation has taken this approach to the curriculum so that:

  • Every child can be immersed within a topic relevant to the world around them, enabling strong links that allows breadth of exploration of engaging themes, concepts, knowledge and skills.
  • The learning that takes places across each half term, year group and key stage can be progressive and children are given the chance to apply previous learning in a more dynamic and tangible manner.
  • Children can use and apply the skills developed within each subject area to enhance written outcomes and oral discussions.
  • Learning time is maximised in order for every child to experience each subject more regularly within the Primary National Curriculum.
  • Specialist teachers are able to deliver individual subjects – ensuring that each child receives high quality teaching across all subject areas. Children currently have access to a Spanish, Music, Art and ICT specialist teacher.

Religious Education

The school follows the Southwark SACRE approach to learning this subject. Full information can be found by clicking here.


Destination Reader is an approach to teaching reading in Key Stage 2 by focusing on comprehension.  It involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner and independent reading.  Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems.  Children are exposed to the following reading comprehension strategies throughout the whole of Key Stage 2:

  • Summarising
  • Predicting
  • Inferring
  • Questioning
  • Clarifying
  • Making Connections
  • Evaluating

Children are expected to apply these comprehension strategies through focused lessons.  In addition, children are given regular opportunities to apply the use of strategies in ‘Big Picture’ lessons, where children are provided the opportunity to apply the strategies in a new context more independently.  The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum.  It also builds a culture of reading for pleasure and purpose.  Destination Reader dramatically improves children’s reading, whilst making sure no one child is left behind.  By developing a deeper understanding of what’s being read, Destination Reader actively engenders a love of reading which will endure throughout your children’s lives.

Whole School Overview – Year Group Topics

EYFS: Nursery and Reception:

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Nursery All About Me Bears in the Forest Traditional Tales Jungles Farming Water
Reception Family and Friends Changes Healthy Living Traditional Tales Space Mini-beasts and Habitats

KS1 and KS2 Curriculum Topics:

For more information about what children learn in each topic, please click on the links below.

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 Ourselves Amazing Africa Queen Elizabeth II Into the Woods Now and Then Island Life
Year 2 Journeys around London Arctic and Antarctica Great Fire of London South America In The Night Southwark
Year 3 Through the Ages The Stone Age Kenya Asia Tudors Disaster Strikes Tomb Raiders
Year 4 The Shang Dynasty The Romans United Kingdom The Vikings Saving Planet Earth Amazonia
Year 5 Blast Off! North America Mayan Civilisation Remembering Heroes Doctor Doctor Desert Survival
Year 6 Europe World War 2 Ancient Greece Evolution The Mayflower Water

Within each year group, topic focuses have been carefully allocated in order to take into consideration full coverage of each of the National Curriculum subjects that need to be covered.  Each topic consists of one of the humanities subjects (History or Geography), as well as linking either Art or DT. The following aspects of learning are broadly covered in each year group’s curriculum:

  • History: A specified period of history; and a historical monarch.
  • Geography: A link to the UK; and a continent of the world
  • Art: A period, a movement, a famous artist, a famous piece of artwork; a medium
  • DT: A material; a design brief; a resource (Food, Textiles, Resistant Material)
  • ICT: A coding program; a device; a multi-media software

Each year group also has one topic that lends itself to a Science unit of work making this an opportunity to broaden children’s Science curriculum from the isolated lesson that are taught every week.

It is the expectation that Literacy will underpin each topic, including development of Speaking and Listening skills, Reading skills and Writing skills across a range of fiction, non-fiction and poetry.

To find out more information regarding our curriculum, please contact your child’s class teacher or Ms Louise Joines, Deputy Headteacher.

 Please click here to see how British Values are incorporated into our curriculum.