Our Curriculum

Learning at St Cleer 

At St Cleer we take great care to provide a happy, safe environment where children feel confident to take risks with their learning and reach their potential. All staff at St Cleer Academy have high expectations of pupils and we believe in approaching teaching and learning in a holistic way. As well as developing children’s academic potential, we endeavor to support each child’s sporting, creative and artistic talents. The curriculum is enriched by after school provision, educational visits, a wealth of talented volunteers and a collaborative approach with the other schools in the trust.

We are situated close to Liskeard and the moors and benefit from the expansive outdoors on our doorstep as well as the amenities of a local town. We are developing close links with Darite Academy, with whom we share a governing body, and Liskeard Secondary school which most of our children go on to attend. We are fortunate to have a generous, creative and supportive school community who want to see the school thrive.

At St Cleer:
• Teachers choose an enquiry-based question, based on their knowledge of their individual class and the children take control of the enquiry through further questioning as the learning progresses. This is guided by the National Curriculum objectives. 

• The children’s Learning Adventure is presented in class floor books which reflect the journey and progress of learning. The use of floor books encourages pupil’s pride and aspiration to do their very best piece of work. Pupils are encouraged to actively engage with the floor books, which enables them to reflect on their learning, commit this to long term memory and enable the transfer of both skills and knowledge.

• The progression ladders form the basis of our coverage of objectives, these allow teachers to monitor and ensure a broad, rich content. Teachers use the ladders to guide their planning. Pupils ongoing progress is recorded alongside these ladders and passed on to the next class teacher. Pupil’s self-assessment through referring to the learning journey adds another dimension to the learning. They are asked the enquiry question before the topic begins and again at the end to show the depth of their understanding.

• Visitors and trips enhance the curriculum and are used to provide first hand experiences which help support real life outcomes.

• Children will feedback on their Learning Journey to staff, parents and Governors; ensuring that they are key drivers for improvement.

• Leaders review the curriculum regularly using pupil’s work, progression ladders, pupil conferencing and pupil progress meetings to ensure it remains language rich, diverse, inclusive and develops the whole child.

• P4C underpins our approach to PSHCE teaching and learning and supports our commitment to developing the whole child


We teach phonics using Read Write Inc. Phonics is taught daily in Early Years and Key Stage 1. This is followed in Key Stage 2 by regular spelling lessons. Spelling lists are given to pupils in year 1 - 6 every half term. 



Pupils follow the reading scheme based on Oxford Reading Tree to supplement home reading in Early Years and KS1. Pupils are encouraged to read daily in school and at home. In school all pupils are taught the skills of reading using VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/ sequence). Classes engage in regular guided reading sessions where pupils work in small groups with an adult to read texts together and engage in discussions and activities about the text. We have a library that pupils can access to explore and enjoy books. We want to cultivate a genuine love for Reading that remains with the children for life. 


We use Babcock planning and assessment to guide our sequence of learning. We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we  use the wider curriculum as a stimulus for writing. We teach SPAG as part of every lessons to build children's understanding of grammar and punctuation.
We develop pupils' writing style and speed through regular handwriting sessions. 


We use White Rose to structure the sequence of mathematics teaching. We all start the year by looking at Place Value as this is fundamental to the skills for calculation. We block our planning to build skills and knowledge. We plan mathematics to help pupils to master the skills. We achieve this by building through fluency activities to reasoning and problem solving. Children will always have a Gold, Silver or Bronze entry level to ensure that they access their learning in the most meaningful way and deepen their understanding within and beyond. We complete 6 in 6 daily across KS1 and KS2 to improve speed, accuracy and fluency.

Wider Curriculum 

We use skills progression ladders, which we have developed with the support of the Bridge Academy Trust. These ladders were developed by exploring successful curricula, carrying out research and trialling ideas based in the Visible Learning approach. The ladders show how skills and knowledge progress and develop over the years at Primary School. 
We start our learning with a question to engage pupils and give them a purpose for their learning. This then gives pupils the opportunity to devise their own questions to direct our learning. 
We plan our questions to be relevant, current and engaging. We also try to ensure a balance of local knowledge and broader knowledge. 

Wild Tribe

We believe the outdoors gives pupils the opportunity to develop confidence, problem solving skills, take risks and find new interests or skills. 
We have extracted key areas from the curriculum that can be developed in the forest school area including - History (Stone Age) Design Technology (construction), Maths (shapes in Nature), Science (pond dipping and bug hunts), Geography (orienteering), Literacy (stimulus for writing/settings).
Alongside this, pupils can also develop bush craft skills including: fire making, knot tying, whittling and animal tracking. 


View the following documents within your web browser or download to read later

Multiplication and Division calculation policy V2.pdf
Multiplication and Division calculation policy V2.pdf
Online Safety for parents.pdf
Online Safety for parents.pdf



Reading Booklet for Parents.docx
Reading Booklet for Parents.docx
REVISED EYFS Development matters 40-60 months on one page.docx
REVISED EYFS Development matters 40-60 months on one page.docx
St Cleer Primary Academy Learning Adventure Questions 2020-2021.docx
St Cleer Primary Academy Learning Adventure Questions 2020-2021.docx
WHITE ROSE Addition and subtraction calculation policy.pdf
WHITE ROSE Addition and subtraction calculation policy.pdf


Our Values...



We are inspired by the awe and wonder of the world.



We are bold and innovative in our approach to find new solutions to the challenges we face.



We are the best we can be.



We take responsibility for our actions in an environment of mutual respect.



We overcome all barriers to reach our potential, developing a capacity to improve further.



We are passionate about learning.

© 2022 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.