Our Curriculum

Helping Your Child

Please see attached downloads for Literacy and Numeracy.


We aim to provide an exciting, broad and creative curriculum for every child at St Cleer School. All lessons are engaging, positive and exciting. The curriculum is well planned, differentiated and leads to progress in each and every lesson.

Parents and other members of the public are welcome to find out more by visiting the school and speaking with the Headteacher or Teaching Staff.

Our curriculum is based on the following principles of teaching and learning:

•All lessons are to be well planned to motivate and challenge all children.
•Lessons are engaging and develop children’s knowledge, skills or understanding to deepen learning. They will move learning on rapidly if secure.
•We use skilful questioning techniques (for example: Higher Order/Open/ Closed).
•Build in DIRT (Dedicated Independent Reflection Time) in lessons, and build on previous learning.
•We ensure respectful relationships with all adults and children.
•We ensure excellent subject and curriculum knowledge
•Positive strategies and genuine praise are used to promote good behaviour for learning with vocabulary to encourage good attitudes to learning (Collaboration, Making Links, Absorption, Managing Distractions, Perseverance, Resourcefulness, Resilience, and Independence).
•All staff have high expectations for all children and promote within the children high expectations.
•Teachers pitch learning to cater for the needs of all pupils to ensure rapid progress with ensuring opportunity for development in basic skills.
•Teaching staff assess learning throughout the lesson to ensure optimum progress from each child.
•We deliver well- paced lessons with opportunity for balanced child talk and discussion. Avoid too much teacher talk and where possible use alternatives to ‘hands up.’
•Staff ensure classroom and materials are organised to facilitate effective teaching and learning.
•We make effective use of ICT to support learning.

Reading Ambassadors

Reading Ambassadors Scheme
St Cleer School have been delighted to take part in the Reading Ambassador Scheme, working with Liskeard Bookshop.

This Scheme has been very beneficial to the children.  Those taking part report:
Before becoming a Reading Ambassador, I sometimes thought that reading was a bit boring, and more for girls.  Now I have changed my mind.  I was able to study a non-fiction book on animals which really grabbed my interest.  I told my friends about it – and they are all boys!” (Jacob, age 10)

I loved going to the Bookshop and choosing a book.  I was able to tell all the rest of the school about reading in an assembly.  And my pictures and writing were in the window of the Bookshop (Lily, aged 10)
As Headteacher, I have really valued the project as reading is fundamental to all our learning.  We aim to engender a love of books in all our pupils.  My teaching staff have commented on the change of attitude and progress made by the pupils involved as Ambassadors.


Year 1 English

Reading - Phonics

The aim in Year 1 is for children to respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes (sounds), including alternative sounds for graphemes.  They must read aloud accurately, books that are consistent with their developing knowledge and that do not require them to use other strategies to work out words. Children will re-read books to build up their fluency and confidence in word reading.


Pupils will develop pleasure in reading, motivation to read, vocabulary and understanding by: 

•listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
•being encouraged to link what they read or hear read to their own experiences
•becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
•recognising and joining in with predictable phrases
•learning to appreciate rhymes and poems, and to recite some by heart
•discussing word meanings, linking new meanings to those already known
•understand both the books they can already read accurately and fluently and those they listen to by:
•drawing on what they already know or on background information and vocabulary provided by the teacher
•checking that the text makes sense to them as they read and correcting inaccurate reading
•discussing the significance of the title and events
•making inferences on the basis of what is being said and done
•predicting what might happen on the basis of what has been read so far
•participate in discussion about what is read to them, taking turns and listening to what others say
•explain clearly their understanding of what is read to them.


Children will compose a sentence orally before writing it and begin to sequence familiar narratives to form stories. They will re-read what they have written to check it makes sentence and read their work aloud to teachers and the class.

Children will leave spaces between words and begin to punctuate sentences with capital letters, full stops, question marks and exclamation marks. They will also begin to learn about grammar.

Year 2 English - Reading
In Year 2, children consolidate their understanding and application of phonics. The aim is for children to read with greater accuracy, automaticity and confidence. The children will have opportunities to discuss the content of books in greater depth and understand more about literary features as well as build upon their inference and prediction skills.
In Year 2, children will learn about alternative graphemes for spellings and be introduced to several new spelling rules (for example pluralising, adding vowel and consonant suffixes and spelling words with contracted forms). They will also learn to spell common exception words.
In Year 2, children will write a range of different texts including narratives, real events and poetry. The process of writing will include more opportunity to plan, proofread and evaluate their work. The children will learn how to use familiar and new punctuation correctly (including capital letters, full stops, exclamation marks, question marks, commas for lists and apostrophes for contracted forms / possession). They will learn how to use sentences with different forms and about tenses. They will learn to use expanded noun phrases for description and about vocabulary for co-ordination and subordination. Children will start using the diagonal and horizontal strokes needed to join letters and think about the size of capital letters and lower case letters in relation to one another.

Year 3 English - Literacy - Reading

In Year 3, children develop their love of reading through applying their word knowledge to both read aloud and understand new words that they meet. The aim is for children to read with greater confidence and comprehension. The children will have opportunities to read and discuss a greater variety books. This will involve discussing words and phrases that capture the reader’s interest and imagination as well as checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. They will also be encouraged to ask questions to improve their understanding of the books they read.

Children learn about several types of suffix and prefix and the use of them with longer root words. They develop their knowledge of spelling rules (for example -tion endings, gue, eigh). They will also learn to spell plural words with a possessive apostrophe as well as revise apostrophe for contractions.
In Year 3, children will write a range of different texts including narratives, real events and poetry. The process of writing will continue to include a variety of opportunities to independently plan, proofread and evaluate their work. They will begin to write in paragraphs.  The children will learn how to use familiar and new punctuation correctly (including commas for clauses and inverted commas for speech punctuation). They will learn how to use sentences with different forms such as complex and compound sentences. They will learn to use adverbial phrases and a variety of conjunctions. Children will   increase the legibility, consistency and quality of their handwriting and start to think about when letters should be joined or not.

Year 4 English - Reading Targets                   

These are our expectations for a Year 4 Reader

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
 I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.


I know which books to select for specific purposes, especially in relation to science, geography and history learning.
I can use a dictionary to check the meaning of unfamiliar words.
I can discuss and record words and phrases that writers use to engage and impact on the reader.
I can identify some of the literary conventions in different texts.
I can identify the (simple) themes in texts.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
I can explain the meaning of words in context.
I can ask relevant questions to improve my understanding of a text.
I can infer meanings and begin to justify them with evidence from the text.
I can predict what might happen from details stated and from the information I have deduced.
I can identify where a writer has used precise word choices for effect to impact on the reader.
I can identify some text type organisational features, for example, narrative, explanation and persuasion.
I can retrieve information from non-fiction texts.
I can build on others’ ideas and opinions about a text in discussion.

Writing Targets                 

These are our expectations for a Year 4 Writer


c -  I can spell words with prefixes and suffixes and can add them to root words.
b - I can recognise and spell homophones.
c - I can use the first two or three letters of a word to check a spelling in a dictionary.
c - I can spell the commonly mis-spelt words from the Y3/4 word list.

a - I can start sentences in different ways.
a - I can add well-chosen detail to interest the reader.
b - I can compose sentences using a range of sentence structures.
c - I can write a narrative with a clear structure, setting and plot.
b - I can improve my writing by changing grammar and vocabulary to improve consistency.
c - I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.

Grammar and punctuation
Sentence structure
c - I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
b - I can use fronted adverbials.

Text structure

b - I can write in paragraphs.
a - I have clear links between paragraphs.
c - I make an appropriate choice of pronoun and noun within and across sentences.


a - I can use inverted commas and other punctuation to indicate direct speech.
a - I can use apostrophes to mark plural possession.
a - I can use commas after fronted adverbials.

Targets in Spoken Language

These are our expectations for a Year 4 Speaker                   

I ask questions to clarify or develop my understanding.
I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
I show that I understand the main point and the details in a discussion.
I adapt what I am saying to the needs of the listener or audience (increasingly).
I show that I know that language choices vary in different contexts.
I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
I can justify an answer by giving evidence.
I use Standard English when it is required.
I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

Year 5 English


In Year 5, children read a wide range of age-appropriate texts fluently, and with correct intonation. The children are able to discuss how an author uses language, including figurative language. They can make predictions on what might happen within the book and can summarise whole paragraphs. The children can retrieve information and justify inferences with evidence.


Within their own writing, children in Year 5 can plan, draft, write and edit their work, using correct grammar and punctuation. They understand how to write a wide range of genres, identifying the audience and purpose of their writing. The children can build cohesion within and between paragraphs and understand how to create atmosphere through their choice of vocabulary.


In Year 5, children learn how to add a range of prefixes and suffixes to root words. They understand how to spell words with silent letters and can distinguish between homophones. They can use a dictionary to check their spelling and a thesaurus to improve their vocabulary.

Year 6 English


In Year 6, pupils should read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. They should discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. They should explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.


Pupils should be able to plan, draft, write, edit and evaluate their writing. They should be able to use appropriate grammar, vocabulary, punctuation and use a wide range of devices to build cohesion within and across paragraphs. They should be able to perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.


Pupils should be taught further prefixes and suffixes and understand the  guidelines for adding them. They continue to distinguish between homophones and other words which are often confused. They use a dictionary to check the spelling and meaning of words. They use a thesaurus to improve their vocabulary.

Supporting Reading

We love to read at St Cleer!
We are very lucky to have a well stocked library full of exciting fiction and interesting non-fiction books!
It is very important that children have the opportunity to read and enjoy books at home.
Helping your child enjoy reading is one of the most important things you can do as a parent and it is well worth the investment of your time and energy.

Children will learn reading skills in school, but often they come to associate reading with work, not pleasure. As a result, they lose their desire to read. We want to instil a love of reading in children with you, so that their enjoyment, curiosity and interest will not waver and will continue through school years.
Please see the links below to support your childs reading at home.

In Key Stage 1 we use Read Write Inc  in order to teach phonics and early reading:

Read Write Inc., developed by Ruth Miskin, provides a structured and systematic approach to teaching literacy. It is used by more than a quarter of the UK's primary schools and is designed to create fluent readers, confident speakers and willing writers.

Not all words are phonetically decodable and must purely be learned by sight. These are called 'tricky words'. By the end of Key Stage 1, we hope that all children will be able to read (and spell) the 200 high frequency words listed in the link below.

Maths - Maths Year 1 - Mathematics overview: Stage 1

UnitMastery indicatorsEssential knowledge
Numbers and the number systemRead and write numbers from 1 to 20 in numerals and in wordsKnow the symbols =, +, –
Count to and across 100, forwards and backwards from any given numberKnow doubles and halves up to 10
Count from zero in multiples of 2, 5 and 10Know number bonds to 10
Visualising and constructingAdd and subtract a two-digit number and a one-digit number up to 20Know the value of different denominations of coins and notes
Calculating: addition and subtraction ISolve one-step multiplication and division problems by using concrete objects and pictorial representationsKnow the days of the week
Exploring timeWrite addition and subtraction statements using the symbols ‘+’, ‘–‘ and ‘=’Know the meaning of ‘weeks’, ‘months’ and ‘years’ 
Calculating: addition and subtraction IIRecognise and name the fractions 1/2 and 1/4 
Measuring spaceTell the time to the hour, and half past the hour, using an analogue clock 
Exploring fractionsSequence events in chronological order 
Mathematical movementUse the comparative vocabulary of length, mass, capacity and time 
Exploring moneyRecognise and name rectangles (including squares), circles and triangles 
Calculating: multiplication and divisionRecognise and name cuboids (including cubes), pyramids and spheres 
Numbers and the number system: Going deeperDescribe position and movement 
Calculating: addition and subtraction I: Going deeper  
Calculating: addition and subtraction II: Going deeper   

99 Club Maths Challenge

Join the 99 Club!
Start with 11 Club.

You have 5 minutes to complete each sheet.  Don’t move on until you have got every one right in 5 minutes—and no cheating!

When you can prove that you can complete up to

22 Club (Key Stage One)
55 Club (Years 3-4)
99 Club (Years 5-6)

See Mrs Stoate or Mrs Smith.

There will be certificates and badges for the winners.

The sheets are attached below.


Science Year 1

The children will cover 4 different topics in Year 1:

•animals including humans
•everyday materials
•seasonal changes

Science Year 2
The children will cover four different topics during Year 2 which are:

•Animals (including humans)
•Living things and their habitats
•Use of everyday materials

Science Year 3
 The children will cover four different topics during Year 3 which are:

Science Year 4

The children cover these five topics over the year:

Living things and their habitats

Pupils should be taught to:
•recognise that living things can be grouped in a variety of ways
•explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
•recognise that environments can change and that this can sometimes pose dangers to living things

Animals, including humans

Pupils should be taught to:
•describe the simple functions of the basic parts of the digestive system in humans
•identify the different types of teeth in humans and their simple functions
•construct and interpret a variety of food chains, identifying producers, predators and prey

States of matter

Pupils should be taught to:
•compare and group materials together, according to whether they are solids, liquids or gases
•observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
•identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature


Pupils should be taught to:
•identify how sounds are made, associating some of them with something vibrating
•recognise that vibrations from sounds travel through a medium to the ear
•find patterns between the pitch of a sound and features of the object that produced it
•find patterns between the volume of a sound and the strength of the vibrations that produced it
•recognise that sounds get fainter as the distance from the sound source increases                   


Pupils should be taught to:
•identify common appliances that run on electricity
•construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
•identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
•recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
•recognise some common conductors and insulators, and associate metals with being good conductors

Science Year 5 and Year 6

The children will cover the following topics during Year 5 and Year 6:

•All living things and their habitats
•Animals, including humans
•Properties and changes of materials
•Earth and space
•Evolution and inheritance

Room of Requirement

What is the 'Room of Requirement'?
It is a room that a person can only enter when they have real need of it. Sometimes it is there, and sometimes it is not, but when it appears, it is always equipped for the seeker's needs"

- Harry Potter and the Order of the Phoenix

So far the Room of Requirement has transformed into...

- a bubble laboratory
- a place to investigate the great outdoors
- a voting booth

Students voting for next year's topics in the voting booth.

The Foundation Subjects

We are proud of the work that this school has developed in the Foundation subjects, thus maintaining a broad and balanced education, which gives children the maximum opportunities to develop their potential. The school won the Silver Artsmark Award for its wide ranging arts curriculum, embracing music, drama, art and dance.


Children are taught to:

• Explore and develop their ideas by recording what they see and imagine, and by asking and answering questions about it.
• Try out different materials, tools and techniques (such as painting, printmaking, modelling clay).
• Review their own and others' work, saying what they think and feel about it.
• Work with colour, pattern and texture, line and tone, shape, form and space.
• Find out about differences and similarities in the work of artists, craftspeople and designers in different times and cultures.


There is a strong musical tradition at St Cleer. The School Choir is flourishing and we are building up a promising School Band. Whole school musical productions are exciting events, held in the Sterts open air theatre.
 Children are taught to sing and play musical instruments. They explore sounds and create their own short compositions. They learn to listen carefully, finding out and describing how sounds can change: for example, getting higher, lower, louder, quieter. They experience a wide range of music from different times and cultures.
 There are excellent opportunities for instrumental tuition. Parents who wish their child to learn a musical instrument should contact the Headteacher who will be able to discuss the many options available. Currently we have children learning guitar, clarinet, cornet, flute, piano, violin and recorder.

Design and Technology

Children are taught to:
• Look at and talk about familiar products (made of materials such as card, textiles and food) to see how they work.
• Practise simple practical skills and do tasks, such as cutting, folding and gluing, which they will use as they make their own products.
• Plan and create their own products, using what they have learned.


The school makes very good use of the excellent amenities provided by living on the edge of Bodmin Moor. Topics include aspects of quarrying and mining and their effects on the population and its environment both past and present. St Cleer itself provides a focus for much first hand evidence on geographical field trips, from the architecture of its buildings to the way the land is used by its inhabitants.
 During the course of their time at St Cleer the children will also study other areas at first hand, such as Liskeard, Plymouth , the local rivers and the coast.

Physical Education

Sport and Physical Education is a strength of the school. St Cleer is one of the very few primary schools in the country to be awarded the prestigious Gold Activemark for excellence in sport. We believe that Physical Education is important to the well being of growing bodies, as it helps to co-ordinate an increasing range of physical movements and creates a greater awareness of the body's individual capabilities and limits.
 From entry, children at St Cleer take part in games, gymnastics and dance. Swimming is offered at KS2, and we use the Lux Park Leisure Centre.
 At KS2 athletics and outdoor educational pursuits are included, creating a fully balanced set of physical activities. Cross Country Running is an increasingly popular after school club.
 It is our belief that all children should have access to the full spectrum of physical activity whatever their aptitude or ability.
 Class based work promotes skills and competence in activities and these are put into practice in small team games. Children can extend their work by joining in one or more of our popular sports clubs including boys' football, girls' football, netball, rugby, athletics and cricket. Here, specific areas of skill are practised, teams are formed, and inter-school competitions are entered.


In history children learn to place events in chronological order, and about the lives of men, women and children from the history of Britain and the wider world. They also look at significant events, and use books and other sources to help them ask and answer questions. They listen to stories and respond to them. They learn how the past is different from the present and ask: how have I changed? How has life changed for my parents, or others around me.

Sex Education

The Staff and Governors have agreed a policy on sex education which is available for parents to read on request. Wherever possible, it will be linked to other topics such as “Ourselves” or the health education aspect of the science curriculum. Parents will be informed in advance and have the right to withdraw their children from sex education lessons.

Outdoor Education

St Cleer School offers a wide range of educational visits and activities to support and enhance cross-curricular links. Outdoor Education is a definite strength of the school. Recent visits have included river studies at Golitha Falls, trips to Looe, Lanhydrock, the Camel Trail, Siblyback, Flambards, and St Ives.
 All Year 6 pupils are offered a residential camp on the Isles of Scilly during the Summer Term. Year 5 camp at the Duchy College.

Corporate Act of Worship

Our daily assemblies provide children with opportunities to reflect, experience stories with clear moral messages, to sing and share religious and spiritual experiences. Assemblies also have a strong social function within our school community and include an act of worship. Parents are warmly invited to attend assemblies on any Monday at 2.00pm , when achievement certificates are awarded to pupils, and to class assemblies on Fridays at 2.00pm when led by their child's class. In accordance with the law, most Acts of Worship are of a broadly Christian character. Parents do have a right to withdraw their children from an Act of Worship and are welcome to discuss this matter with the Headteacher.

Religious Education

At St Cleer we follow the RE Syllabus drawn up by the Local Education Authority. At the heart of its philosophy lies the concept of respect for religious experience. We aim to allow children to develop their own attitudes, values and beliefs within a broadly Christian context, whilst also exploring other faiths. Parents have the right to withdraw their children from Religious Education.

St Cleer School Pupils enjoy learning about other cultures

As you can see from these lovely photographs, children at St Cleer School have been experiencing a little of Indian and Hindu customs and traditions.

Daya is a regular visitor to the school and leads workshops  which are very interactive. They include Indian food, Hindu celebrations, dress and even involve a Hindu wedding, much to the enjoyment and learning of all


The school prides itself in providing an excellent education in Information and Communication Technology.  The school has a 16 workstation computer suite and all classes have computers in them.

We also have a roaming trolley of 35 notebooks and 16 iPads, which the children use within the classroom.

Our children benefit from this by experiencing two different operating systems; one of which is touch sensitive and the other uses a traditional keyboard.  All classrooms are equipped with interactive whiteboards which further motivates the children and enables them to access all subjects.

The children are taught ICT skills each week including how to search the internet safely; create podcasts; compose music and produce film and animation. This re-enforces the school’s holistic approach to education.

Foundation Stage

The Foundation Stage is for children aged 3-5, and covers the years from the beginning of pre-school to the end of reception class in primary school.
• Personal, social and emotional development. Children will learn to be self-confident, take an interest in things, know what their own needs are, and tell the difference between right and wrong.
• Communication, language and literacy. This includes learning how to talk confidently and clearly, enjoy stories, songs and poems, hear and say sounds, linking them to the alphabet. Children will read and write some familiar words and learn to use a pencil.
• Mathematical development. An understanding of maths is developed through stories, songs, games and imaginative play. Children become comfortable with numbers and with ideas such as ‘heavier than' or ‘bigger'. They will be aware of shapes and space.
• Knowledge and understanding of the world. Children explore and find out about the world around them, asking questions about it. They will build with different materials, know about everyday technology and learn what it is used for. They will find out about different cultures and beliefs.
• Physical development. This includes learning to move confidently, controlling their bodies and handling equipment.
• Creative development. Children will explore colours and shapes, trying out dance, making things, telling stories and making music.


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

200 Word list.pdf
200 Word list.pdf
3 times table.pdf
3 times table.pdf
4 times table.pdf
4 times table.pdf
5 times table.pdf
5 times table.pdf
6 times table.pdf
6 times table.pdf
7 times table.pdf
7 times table.pdf
8 times table.pdf
8 times table.pdf



9 times table.pdf
9 times table.pdf
Addition and Subtraction Strategies.pdf
Addition and Subtraction Strategies.pdf
Class Y1CB Summer term 1 homework.docx
Class Y1CB Summer term 1 homework.docx
Curriculum Planning.docx
Curriculum Planning.docx
EYFS Document.pdf
EYFS Document.pdf
High Frequency Word 2-1.pdf
High Frequency Word 2-1.pdf
High Frequency Word 2.pdf
High Frequency Word 2.pdf
home school agreement.pdf
home school agreement.pdf
Multipication and Division Strategies.pdf
Multipication and Division Strategies.pdf
Reading at home.pdf
Reading at home.pdf
REVISED EYFS Development matters 40-60 months on one page.docx
REVISED EYFS Development matters 40-60 months on one page.docx
Twinkl Help your child to read.pdf
Twinkl Help your child to read.pdf
Y12T Reading EhW8Cz5iOu.pdf
Y12T Reading EhW8Cz5iOu.pdf
Y12T Reading LM8ew3PftE.pdf
Y12T Reading LM8ew3PftE.pdf
Year 3 Overview 2017 - 2018.pdf
Year 3 Overview 2017 - 2018.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.

November 1st - Open Morning visit for any prospective Reception parent. Please ring the office to let us know you would like to book a place to meet us.

© 2019 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.