CURRICULUM

Writing Intent Statement

It is our intent at Thames View Junior School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively. At Thames View Junior School, writing is a crucial part of our curriculum. All children from Year 3 to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum.

With regards to Writing, we intend for pupils to be able to plan, revise and evaluate their writing. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.

In relation to Spelling, teachers will show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They will also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils will be taught to control their speaking and writing consciously and to use Standard English.

Our Writing Overviews

Our Writing curriculum overview for 2025-2026

Spelling, Punctuation and Grammar

Our grammar scheme of work:

Grammar Knowledge Organisers

We have created knowledge organiser for each year group. Click on the image to get a closer look.

Reading Intent Statement

At Thames View Junior School, in order to ‘Strive for Excellence’, we believe that all children should be equipped with the skills to access the secondary curriculum by the time they leave primary school. In order to achieve this, we deliver, to our children, the skills to retrieve, infer and deduce information from texts, to comprehend what they have read, to decode and recognise the written word and to be able to actively discuss what they have read. To read across a wide range of genres, fiction and non-fiction and to have fostered a love of reading that will stay with them for life.

Vipers in Reading

Reading at Thames View is taught every day. To support the learning we use VIPERS from Literacy Shed Plus.

What are Vipers?

VIPERS is an anagram to aid the recall of the 6 reading domains as part of the UK’s reading curriculum.  They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.

VIPERS stands for:

The 6 domains focus on the comprehension aspect of reading and not the mechanics: decoding, fluency, prosody etc.  As such, VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and students are familiar with, a range of questions.  They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards.

Here are some helpful tips for reading with your child at home

Looking for something new to read with your child? Click our recommended reads to see what is on our lists.

Our Reading Overviews

Reading Policy and Guidance

Accelerated Reader

At Thames View Junior, we use the Accelerated Reader programme which is an educational programme created by Renaissance Learning. It is designed to monitor and manage students’ independent reading practice and comprehension and the programme assesses students’ performance through quizzes and tests based on the books they have read. Each half term pupils will complete a regular reading assessment using the STAR reader software in school. This will be used to determine the reading age and reading level of the child to enable them to take appropriate books home.  

Phonics

Phonics is taught using the Read Write Inc Scheme for selected pupils.

Click here to visit our phonics page.

Maths Intent Statement

“Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.” (NC 2014)

At Thames View Junior School, we believe that all children can and will achieve in mathematics. We believe it is our responsibility, as teachers and leaders, to provide an environment and experiences that enable children to:

• become fluent in the fundamentals of mathematics;
• develop a deep understanding of the fundamentals of mathematics;
• develop the ability to reason and solve problems.

Subject Overviews

Maths Overview 2025/26

Maths Policy

Religious Education Intent Statement

We offer a structure through the use of enquiry questions.  Each enquiry is derived from the key geographical concepts. This helps to ensure teachers have covered the skills required to meet the aims of the national curriculum. The content allows for a broader, deeper understanding of the four areas of geography identified in the curriculum. It will develop contextual knowledge of the location of globally significant places and understanding of the processes that give rise to key physical and human geographical features of the world, along with how they bring about variation and change over time. We intend to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives. The units offer a range of opportunities for investigating places around the world as well as physical and human processes. The lessons are intended to improve children’s geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject. 

Subject Overview:

PSHE Intent Statement

We believe that our children need to acquire the knowledge, understanding and skills needed to manage their lives and thrive as individuals and members of society. We therefore deliver a well-sequenced and progressive PSHE scheme of work (JIGSAW) in line with new Government guidelines. It is constructed to meet the needs of our children and is taught alongside SEAL lessons as well as class and ‘School Council’ activities. This is enriched further by a comprehensive assembly timetable, which reinforces the ideals of SEAL and the British Values. We also ensure we have a clear and structured SRE syllabus (JIGSAW) which is delivered throughout the school in the summer term. The school has a number of PSHE focused workshops, and visits to cater for the needs of our school community.

JIGSAW Information

What is Jigsaw, and how does it work?

Jigsaw is a comprehensive and completely original PSHE Education programme for the whole primary school from Years F1 and 2 through to Year 6 (ages 3-11). It was launched in July 2013 and hundreds of schools across the country are using it.

Jigsaw has two aims for all children:

• To build their capacity for learning

• To equip them for life

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes

For more information about the Jigsaw Scheme of work click 

Subject Overview

PSHE Intent Statement

We believe that our children need to acquire the knowledge, understanding and skills needed to manage their lives and thrive as individuals and members of society. We therefore deliver a well-sequenced and progressive PSHE scheme of work (JIGSAW) in line with new Government guidelines. It is constructed to meet the needs of our children and is taught alongside SEAL lessons as well as class and ‘School Council’ activities. This is enriched further by a comprehensive assembly timetable, which reinforces the ideals of SEAL and the British Values. We also ensure we have a clear and structured SRE syllabus (JIGSAW) which is delivered throughout the school in the summer term. The school has a number of PSHE focused workshops, and visits to cater for the needs of our school community.

JIGSAW Information

What is Jigsaw, and how does it work?

Jigsaw is a comprehensive and completely original PSHE Education programme for the whole primary school from Years F1 and 2 through to Year 6 (ages 3-11). It was launched in July 2013 and hundreds of schools across the country are using it.

Jigsaw has two aims for all children:

• To build their capacity for learning

• To equip them for life

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes

For more information about the Jigsaw Scheme of work click HERE

Relationship & Sex Education

Relationships and sex education (RSE) is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

Click HERE to read our relationships  and sex education policy

Subject Overview

WELCOME TO OUR PHONICS PAGE

Read Write Inc

Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc. Literacy and Language and Read Write Inc. Spelling once they can read with accuracy and speed.

On entry into Year 3, all children have a Read Write Inc. Readings Assessments and any child who is assessed at a level where further phonics is required, then they will be taught in small supported groups until they have completed the programme and are able to access whole class reading lessons. Read Write Inc. Phonics groups continue into year 4, 5 and 6 for children who need additional support with their reading.

HISTORY INTENT STATEMENT

We offer a structure through the use of enquiry questions. Each enquiry is derived from the four key historical concepts: significance, cause and change, similarities and difference, evidence and interpretation. Within this structured approach, a series of lessons ensures to provide pupils with the necessary disciplinary knowledge. The National Curriculum states that ‘a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.’ Through effectively adapting the Cornerstones programme, Thames View Junior School’s history curriculum delivers on this mission and ensures that, alongside world and British history, pupils are exposed to enquiries which probe the historical development of the local area. History is delivered through subject specific teaching organised into either driver or passenger subjects. This allows pupils to effectively build up their knowledge through sustained and sequenced learning. Overall, the Wider-Curriculum programme is aligned with the literacy delivery which strengthens connections and understanding for pupils. In addition to this, tiered vocabulary is embedded through a ‘vocabulary target board’. This enables pupils to effectively utilise subject-specific vocabulary across the curriculum and further enhances historical understanding.

Humanities Policy

Bullseye Examples

Year-group Overviews

GEOGRAPHY INTENT STATEMENT

We offer a structure through the use of enquiry questions.  Each enquiry is derived from the key geographical concepts. This helps to ensure teachers have covered the skills required to meet the aims of the national curriculum. The content allows for a broader, deeper understanding of the four areas of geography identified in the curriculum. It will develop contextual knowledge of the location of globally significant places and understanding of the processes that give rise to key physical and human geographical features of the world, along with how they bring about variation and change over time. We intend to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives. The units offer a range of opportunities for investigating places around the world as well as physical and human processes. The lessons are intended to improve children’s geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject. 

SUBJECT OVERVIEWS

Music Intent Statement

Our intentions in the teaching of music follow those set out in the National Curriculum and will enable children to:

1. PERFORMANCE (singing and instruments)

Play and perform in solo and ensemble contexts (singing and instruments) with increasing accuracy and expression – having the opportunity to move to the next level of musical development excellence.

2. SCHEME OF WORK (develop musical knowledge through a broad curriculum)

Listen, sing, improvise, compose and understand musical notation and the elements of music.  Be aware of and evaluate the styles, genres, traditions and history of music, including the works of the great composers and musicians

3. CULTURAL CAPITAL

Access to and active participation in musical opportunities and experiences:

• Music Service – Wider opps program
• Visiting band/orchestra
• Working with outside agencies eg. African Drumming, Young Voices
• Regular singing assemblies

Our Curriculum Overviews:

Overall Curriculum Overview 2024-2025:

Art Intent Statement

We intend to encourage children to express themselves creatively through a variety of hands on experiences, intertwined with essential knowledge. Students will explore a variety of artists in depth within their time here. Students will also be introduce to a range of materials and gain confidence with them. As well, students will be taught how to use language for expressing and evaluating art – in famous works, peers and self-evaluations. This will prepare all students for further studies in Art within KS3.

Our art and design lessons are taught through a thematic topic approach using the Cornerstones Curriculum.

Cornerstones Intent

We have adopted a cross-curricular thematic approach through the Cornerstone Curriculum, with topics lasting half a term designed to engage and inspire pupils. With the use of this programs cross curricular links are developed to promote and deepen students building on learning across subject specialisms. Each year group will follow 6 cornerstones projects (one per half term). Each project has one driver subject, however each combines at least two other subjects within the lesson sequences.
These themes are planned to use the framework of the National Curriculum. When necessary, this approach is supplemented by discrete lessons to ensure full coverage of the National Curriculum.

Engage, Develop, Innovate, Express

The Four Cornerstones of Learning provides the structure for every ILP. We call these Engage, Develop, Innovate, and Express. We believe this pedagogy reflects the best way children learn and is rooted in a variety of different educational approaches and research.

Put simply, the four stages are as follows:

• Engage – hook children in with a memorable experience.
• Develop – allow children time to gather the skills and knowledge they need to develop a deep understanding.
• Innovate – offer creative experiences that allow children to apply their skills, knowledge and understanding.
• Express – provide the space and time for reflecting, evaluating, and celebrating learning.

Intent statement:

The 2014 national curriculum for science aims to ensure that all pupils: 

• Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics 

• Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them 

• Are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.  

We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.  

At Thames View Junior School, we aim to equip children with the knowledge required to use and implement Science today, tomorrow and for their futures. A high-quality Science education provides foundations for understanding the world. Therefore, building key knowledge and understanding concepts within our Science curriculum, we ensure our pupils recognise the power of rational explanation, develop a sense of curiosity about natural phenomena and develop respect for the environment and living things, including themselves and each other.  

At Thames View Junior School, we are committed to delivering a high-quality science education that inspires curiosity and promotes a love for learning about the world. Our science policy is built around the principles of the White Rose Science Scheme, which provides a structured and progressive approach to teaching science, ensuring that all students have the opportunity to develop essential scientific knowledge and skills. 

Science Policy

Whole School Science Overview

PHYSICAL EDUCATION

Physical Education (PE) and Sport at Thames View Junior School.

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Wider school Aims and ethos

This policy supports our aim of developing the children’s knowledge, skills and understanding, so that they can perform, with increasing competence and confidence, in a range of physical activities. These include dance, invasion games, cricket, racket sports, gymnastics, swimming, athletics and outdoor adventure activities. Physical education promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives.

Our objectives in the teaching of PE follow those set out in the national curriculum and will enable children to:

• develop competence to excel in a broad range of physical activities
• be physically active for sustained periods of time
• engage in competitive sports and activities
• lead healthy, active lives.

Intent

In the borough of Barking and Dagenham, data shows that there are significant health problems associated with lifestyles / life choices with some children and some adults. In Barking and Dagenham 27.5 percent of children in reception and 40.6 percent of year six children are overweight or obese. Excess weight in the adult population is significantly worse with 68.4 percent of the adult population classed as overweight or obese. So our work to promote a love of sport and healthy lifestyles is crucial.

To do this:

• We will teach the National Curriculum in PE.
• We will enable children to develop fundamental movement skills with control and co-ordination.
• We will teach children to recognise and describe how their bodies feel after exercise.
• We will encourage enjoyment of PE through creative and challenging lessons.
• We will teach children how to evaluate their own and other successes including through competition outcomes.

P.E. Overview

Implementation:

At Thames View Junior School, we ensure each child has their PE entitlement of 2 hours per week by teaching one outdoor and one indoor PE session, averaged through the year.

We make sure that our PE planning is fully aligned to the National Curriculum and focuses on the development of agility, balance and coordination, healthy competition and cooperative learning in PE.

We incorporate ‘The Daily Mile’ into our timetable at least 3 times a week on average for our children, using our playing field.

Thames View offers a comprehensive range of extra-curricular activities that take place after school, with sports coaches from Premier Sports and teachers within the school.

Safe Practice

There are risk assessments in place for PE carried out in the hall and outside on the playground. Children must wear their hair tied back and remove all jewellery for PE. They wear trainers for outdoor PE and pumps or bare feet for indoors.

Teachers set a good example to the children by wearing full PE kit when teaching a PE lesson. There are qualified first aiders in school who are known to staff. Each teacher also keeps a record of children in their class with medical conditions which may affect their ability to participate.

Equal Opportunities and Inclusion

We teach PE to all children, whatever their ability race, gender or background to ensure children at our school receive a broad and balanced curriculum. Children are taught in mixed groups and activities are differentiated accordingly to enable every child to access the lesson and be appropriately challenged. Where children have specific disabilities or health conditions, the school ensures that they can take an active part in PE by modifying activities, equipment and/or providing adult support at necessary. Where possible, children who are not participating in PE for reasons of health are given a role so that they feel included and have an awareness of the objective for the session. Such a role could be a scorer, referee, evaluator, photographer or videographer or have responsibility for equipment.

Impact:

We help motivate children to participate in a variety of sports through quality teaching that is engaging and fun. From our lessons, our children learn to take responsibility for their own health and fitness, many of whom also enjoy the success of competitive sports. We equip our children with the necessary skills and a love of sport. They will hopefully grow up to live happy and healthy lives utilising the skills and knowledge acquired through PE. This has been recognised with the Bronze Games mark Award and considerable success in external competitions. As a school, we will be applying for the Silver Games Mark Award, this summer. These awards highlight the fantastic work that both the teachers and the children put into their PE lesson and extracurricular activities at Thames View.

Intent statement:

At Thames View Junior School, we intend to build a Design and Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Children will know more, remember more and understand more. 

We intend to design a Design and Technology curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design and Technology Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life. 

At Thames View Junior School, we aim to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop 

the confidence to take risks, through drafting design concepts, modelling and testing and to be reflective learners who evaluate their work and the work of others. We aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements. 

Subject Overview

Subject Policy

Computing Intent Statement

Computing at Thames View Junior School intends to develop ‘thinkers of the future’ through a modern, ambitious and relevant education in computing. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use the ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future.  

Whilst ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online. 

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we will give pupils the opportunity to apply and develop what they have learnt across wider learning in the curriculum. 

Subject Overview:

Subject Policy:

Intent Statement: Spanish (Modern Foreign Languages)

At Thames View Junior School, we believe learning Spanish should open a window to the wider world. Our aim is to spark excitement and curiosity about language and culture, helping pupils see that learning a new language is not just about words but about people, places and possibilities.

Using our progressive curriculum, supported by Language Angels, children build on their knowledge step by step. They revisit and practice what they already know while adding new skills each year, giving them the confidence to communicate in another language. From greetings and numbers to conversations about hobbies, food and travel, pupils steadily grow their ability to listen, speak, read and write in Spanish.

We want our pupils to feel proud when they can order an ice cream in Spanish, sing a song in another language, or hold a simple conversation with growing confidence. By experiencing the joy of learning Spanish, children also develop a deeper appreciation of other cultures, encouraging respect, empathy and a global outlook.

Most importantly, we want language learning at Thames View to be fun, engaging and memorable — an adventure that inspires pupils to keep exploring languages in the future.

Subject Policy