Curriculum Information

Curriculum Policy


At Flying Bull our curriculum is designed to promote positive, creative learning opportunities for engaged, enthusiastic students. It is made up of our daily planned activities as well as regular whole school focus days, enhanced out of school learning, extracurricular activities and assemblies. It includes not only the formal requirements of the National Curriculum, but also a range of opportunities beyond this, so as to enrich the experience of the student. At the heart of our curriculum lie our Vision, Aims and Values.

Vision, Aims and Values.









Aims and objectives

The aims of The Flying Bull Academy curriculum are:

  • To enable all students to become independent thinkers and learners, who develop skills to the best of their ability
  • To promote a positive attitude towards learning, so that students enjoy coming to school, and acquire a solid basis for lifelong learning
  • To teach students the skills of literacy, numeracy and computing as a basis to all learning
  • To encourage creativity and imagination in thinking and learning
  • To fulfil requirements of the National Curriculum and beyond
  • To create positive, well rounded students who contribute to their school and wider community

Organisation and planning

We plan our curriculum in three phases. We agree a Long-Term Plan (LTP) for each year group. This indicates what topics are to be taught in each term. Using the Chris Quigley documentation as a starting point and enhancing this where necessary. Topics change as required with a minimum of three topics taught over a year. Information about what is being covered in each year group can be found termly on our website.

Medium-Term Planning (MTP) gives clear guidance on the objectives and teaching strategies that we use when teaching each topic or subject. We use The National Curriculum 2014 as well as our individual subject skills booklets.

Each week teachers produce Short-Term Planning (STP). This gives the day-to-day details of a session. Our staff use a given proforma for maths (including CLIC) and English (Reading, Writing, SPAG) and use versions of ‘The 5 Minute Lesson Plan’ to plan foundation subjects or thematic learning. Teachers are expected to provide enough detail on the lesson plan for whoever is taking the lesson. This may vary based on job role, experience, session number and teacher performance.

At Flying Bull Academy we also run Focus Days which are planned by cross phase/experience pods. These are planned for in advance with session ideas and resources for Year N-6. This allows us to take advantage of organic learning opportunities and to enhance the world of our students. We aim to have up to 4 four Focus Days in a term. Each Focus Day will involve all students and our wider community culminating in a presentation of work. Subject leaders/ pods will be responsible for organising the events for the day and following up ensuring there is evidence of work, planning and school successes available when required.

The role of the Subject Leader is to:

  • Provide a strategic lead and direction for the subject
  • Promote their subject efficiently
  • Support and offer advice to colleagues on issues related to the subject
  • Monitor pupil progress in that subject area
  • Provide well organised and effectual resource management for the subject

The school gives Subject Leaders release time, so that they can carry out the necessary duties involved with their role. It is the Subject Leaders responsibility to keep up to date with developments in their subject, at both national and local level, reviewing the way the subject is taught and planning for improvement. This development planning links to whole-school objectives. Each Subject Leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and ensuring that progression is planned for and delivered effectively. Subject Leaders monitor the way their subject is taught throughout the school. They examine LTP and MTP, ensuring that appropriate teaching strategies are used. Subject Leaders also have responsibility for monitoring the way in which resources are used, stored and managed.

Early Years

In our Nursery the children learn through play.  We aim to provide a safe, stimulating environment where the children can explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.

We encourage and value parental / carer involvement and each child has a Home Visit to begin the relationship between home and Nursery. We document children’s progress by written observations, examples of work and photographs.  These are then compiled into a Learning Journey book, which is used as a record of their achievements in Nursery. The Learning Journey’s are shared with parents and carers and contributions from home are encouraged and included.

In the Reception classes the same principles of learning through play continue, however more adult led activities are planned to develop the children’s skills further. Home visits are also carried out at the beginning of the Reception year to encourage and continue the relationship between home and school. Homework activities are provided, beginning with reading books and learning key words, moving onto a Learning Log book in the summer term, which includes spellings and activities linked to the current topic.

During the Reception year children’s development is assessed.  We make observations of the children while they are playing and use these to track the progress that the children are making.  We also use information from some adult directed activities to make judgements about the children’s knowledge and understanding. Each child in Reception has their own Learning Journey book where their observations, photographs and examples of their work are stored.  We share these with parents and carers regularly and we are always keen to add information from home.