What we cover in:








 English Mathematics Science ICT
Design Technology History Geography Art
Games and PE Music  Religious Education  PHSE, Sex Education and Other Provision




We believe that the development of language through talking, listening, reading and writing (including spelling and handwriting) lies at the heart of the whole curriculum. Pupils’ interest and pleasure in reading is developed as they learn to read confidently and independently and become accurate and analytical readers. Teachers stimulate children’s love of reading by reading to the class as often as possible. As the children get older, this will mean a class story that will be read over a period of days or weeks. By reading like this the teacher not only models good reading, but also introduces children to high quality stories that most could not access on their own.

 The Letters and Sounds scheme is used extensively in Reception and Key Stage One as an introduction to phonics and enables children to begin their love of the written word. The children have daily phonics sessions, in the lower part of the school, that focus on learning the sounds and then applying them, to begin with in their reading and eventually their writing.

 The Oxford Reading Tree is our main reading scheme, which has been enhanced with many other supplementary materials. In Key Stage One, the children take home two reading books at the same time. They will start with two books on the same colour band. When appropriate, the teacher will change one of the books to be from the next colour band- it will be their ‘challenge’ book. They will often need support to read this book fluently on their own. This arrangement will be in place until the child is confident reading the challenge book fluently and independently at which point both reading books will come from this higher band. In Key Stage Two, the children who still need to develop their reading skills will continue with the reading scheme. The children who are secure readers will be able to choose from the free reading books in the library, as well as bringing books in from home to read. The reading books may be heard in school, but primarily are for parents to hear their child read daily. The child’s reading target for that week is recorded in the home school diary for KS1 or Reading Record for KS2, so that parents can follow up the learning from school. All children are encouraged to use the school's non-fiction library and to take books home regularly.

 In school children are heard read in weekly Guided Reading sessions. These provide children and their class teacher time to focus on challenging texts that the children could not access fully on their own. Over the year, a range of genres will be covered including fiction, poetry, play scripts and different non-fiction texts. These will usually link to the current class topic; although they do not have to if the skill needed to be taught does not lend itself to the current topic. During the session there will be a specific reading target being focused on which is relevant to the abilities of the children in the group. However this does not mean other reading skills, such as use of punctuation, will be ignored should issues arise. Dialogue about the content of the text whether stated in the text or implied; the author’s intentions when they chose specific words, images or structures of the text and links to other works by the author will take place during these sessions and will push the children’s skills and thinking forward in reading. Children are actively encouraged to talk about their opinions and to justify them using the text as evidence. Teachers keep records from these sessions that enable them to plan for each group’s next learning target.

 Writing is practised as a method of communication in a variety of different contexts. We believe children need to be able to speak and listen well before they can write effectively and so we use paired talk, drama and role play as a way for children to articulate their thoughts and develop empathy with characters. This then enables their writing to be more detailed and well thought out.

 Teachers plan to teach a range of genres over the year. These can include aspects of narrative texts, poetry, play scripts, persuasive writing, chronological and non-chronological reports, autobiographies and biographies. The skills of composition of the text- which vocabulary to use, punctuation, paragraphing, structuring the writing appropriately for the genre are taught as well as spelling and handwriting. A daily literacy lesson, as well as a guided reading session ensures literacy is given a high priority. During this lesson the teacher will model whatever is being taught so children can see what good writing looks like. The children will be active participants in these lessons as they provide ideas and practice the skills.

 Over each term we plan opportunities for children to write for sustained periods of time. We call these sessions ‘Big Write’. The aim is to allow children to put in to practice the skills they have been studying in an independent piece of work. They are expected to work for a length of time appropriate for their age, so by year 6 this can be up to 45 minutes.

Read our Handwriting Policy

Read our Spelling Policy

Help your KS1 child with reading

Help your KS2 child with reading

Oxford Owl help with reading


We aim to equip our pupils with a variety of strategies for calculation and in particular mental calculation, so that paper and pencil methods are only used where numbers are large and unmanageable. The very youngest children reinforce their learning with practical equipment. As they get older, we encourage the children to make jottings and to record the process of their calculation in expanded form e.g. by using a number line, to ensure understanding before we teach compact, efficient standard written methods.

Number bonds and tables are emphasised at the appropriate stages and we welcome parental support in helping children to learn these vital building blocks to mathematical success.

Numeracy is a life skill and we seek to link the teaching of concepts with real life situations and problems. We aim to develop confidence and foster enthusiasm for maths.

The Year 1 Learner in Maths

The Year 2 Learner in Maths

The Year 3 Learner in Maths

The Year 4 Learner in Maths

The Year 5 Learner in Maths

The Year 6 Learner in Maths


During their time at Aston Clinton, the children will learn about the processes of scientific enquiry. They will, as they get older, learn how to plan and carry out their own scientific investigations, consider their findings and communicate to others, in a variety of ways, what they have done and discovered. These skills will be acquired within the areas of life processes and living things; materials and their properties and physical processes. The children’s curiosity and creativity will be encouraged and they will carry out their own practical tasks using a wide range of equipment. Secondary sources, such as books, DVDs and the internet may also be used. Discussion will always form a very important part of most science lessons. We aim to offer an enjoyable experience that will motivate and stimulate children and help develop a positive attitude to science.

Information Communication Technology

Our school vision for ICT is stated at the beginning of the prospectus.

We aim to prepare the children for life in a rapidly changing world in which work and other activities are being transformed by developing technologies. Our pupils will use ICT tools to find, store, analyse, exchange and present information in a variety of ways. They will learn how to give instructions to make things happen- in the early years making a floor turtle move and later using a computer to control electrical devices. The older children will also use computers to monitor and measure light and sound levels and temperature. Our school is particularly well-resourced with IT equipment. We have four wireless laptop trolleys, with 16 laptops in each, for use in classrooms, interactive whiteboards in every class, digital projector in the hall, digital cameras and other ICT items for curricular use.

Our vision for ICT

Read our ICT Policy

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Design and Technology

Design and Technology prepares children for the future by encouraging them to look critically at their surroundings and improve them.

The children develop creative ideas based on specific criteria and communicate their designs in different ways. They work with tools, equipment, components and materials, combining their practical skills with a thorough understanding of the technical possibilities. Children can draw on their knowledge and understanding from other areas of the curriculum. Work can be carried out individually or in groups, so improving pupils’ ability to operate as members of a team. This is particularly evident in our Enterprise Week each year.

Pupils are encouraged to evaluate their own work and that of others and by doing so they learn to express their opinions in relation to the design criteria. We aim to help children enjoy making things that people want and that work well.


We aim to develop, in the children, an awareness of the past and of the way in which it differs from the present, as well as a sense of chronology. Children will study historical sources of different types and learn about important episodes and developments in Britain’s past from Roman to modern times. They will investigate local history and changes in everyday life as well as ancient civilisations and the history of other parts of the world.

Educational visits are an important aspect of our work in this area to bring the subject alive to children.

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In geography, children are made aware of the world around them and encouraged to take a caring approach to looking after the planet. They will study different localities and physical features, which will enhance their knowledge and understanding of place and of patterns and processes. Through enquiry they will find out where places are, what has shaped them, how they change and what might happen in the future.

We endeavour to relate geographical studies as closely as possible to first hand experience through fieldwork both within the locality and further from home.


Art offers children the opportunity to develop their creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.

The children are given opportunities to use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. They explore ideas and meanings in the work of artists, craftspeople and designers and learn about the diverse roles and functions of art, craft and design in their own lives and in different times and cultures.

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Games & Physical Education

Our teaching seeks to provide opportunities for children to discover the physical potential for their own bodies through a variety of physical experience. Emphasis will be placed on skill development and team work. We also aim to develop the functional, creative and social aspects of movement and encourage the children to learn the skills necessary for increasing their body control in the areas of gymnastics, dance and games. All children take part in all aspects of this curriculum and again the school is well-equipped. Every class has two hours of timetabled P.E. a week. During Lower Key Stage Two, children receive swimming instruction at Green Park in Aston Clinton.

What PE kit do the children wear?


Music is an important part of the curriculum. Skills learnt in music help children to achieve well in both literacy and numeracy.

In musical activities, the children develop understanding and enjoyment through learning to perform and compose and appraise their own music. We aim to increase the children’s knowledge of musical history and music from other cultures by encouraging them to listen and appraise live and recorded music. The school has a music room that contains a good selection of musical instruments for class use. Children in Year 3 take part in a wider opportunities scheme in which they learn a musical instrument as part of their music curriculum. Currently this is the Ukulele.

In addition to the normal music curriculum we have a tradition of excellent extra-curricular opportunities in this field. There is a recorder group run by members of staff and children joining these are expected to provide their own descant recorder. From year 3, children have the opportunity to learn an orchestral instrument during school hours - tuition is provided by Aylesbury Music Service and is charged at a subsidised rate. The school has a small stock of violins and one or two other instruments but parents will be required to provide instruments. Every child in one of these groups is expected to join an ensemble group which meets at lunchtime. Year 2 and Year 6 children sing in the annual Liaison Group Music Festival.

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Religious Education

R.E. is taught according to the Buckinghamshire Agreed Syllabus. The aim is to enable children to learn about religion and from religion. In the course of their time at school children will learn about the major religions practised in the United Kingdom with most emphasis placed on teaching about Christianity.

It is our hope that our Religious Education Syllabus will lead to our children developing an understanding of and respect for cultures and faith communities other than their own. Parents have a legal right to withdraw their child from Religious Education; parents wishing to exercise this right must notify the school in writing.

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The school day includes an assembly which is a coming together of the school for collective worship in an atmosphere of sharing and celebration, and is thus an integral part of school life. The assembly is broadly Christian in character and includes hymns and prayers. It is not the school's role to indoctrinate children, but to provide an opportunity to experience collective worship.

Parents are entitled to withdraw their children from Religious Education and Collective Worship if they so wish. Before making such a decision you are requested to discuss this issue with the Headteacher.

Personal, Social & Health Education and Citizenship

Aston Clinton School promotes a whole school approach to the teaching of PSHE and Citizenship. Much of the work related to it will be taught in the general context of normal teaching and the everyday life of the school. However, children also receive specific lessons which aim to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. They will be encouraged to feel positive about themselves, work well with others and understand and respect other people’s points of views.

As part of our PSHE programme we encourage the children to raise funds for other charities, local, national and international.

Read our PSHE and Citizenship policy

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Other Curriculum Provision

In addition to the National Curriculum there are other aspects which we believe are important but which do not come under the neat subject divisions of the National Curriculum:-

Modern Foreign Languages are taught throughout Key Stage Two. Although it is not part of the statutory curriculum, we believe it is important to begin languages during Primary school as it gives children an enjoyable start to a subject they will continue at secondary school. The children all learn French.

Multi-Cultural Education is an important aspect of the work of the school in addressing our aim to prepare pupils for living with and respecting people from other races, religions and ways of life. It forms part of the caring ethos of our school and our belief in developing children's empathy and understanding. It is taught in a cross-curricular way, being included in many of the subjects as appropriate.

Sex and Relationships Education forms part of our PSHE and Citizenship programme and will be taught in the wider context of relationships. We aim to ensure that pupils are prepared for the opportunities, responsibilities and experiences of adult life. At the end of Key Stage 2 more specific SRE is taught and parents will be informed as to when this will take place. It is essential that children develop confidence in talking about sex and relationships and their questions will be answered fully and honestly as they arise and appropriately according to their age and maturity.

Read our Modern Foreign Language Policy

Read our Sex Education Policy

Read our Equalities Policies

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