Bliss Charity

Curriculum at Bliss – 2021 / 2022

The Creative Curriculum at The Bliss Charity School


2021 Harvest Festival 



2021 Sports Day


2021 Poetry Jam - Monday 14th June 2021


  • Intent – How is our creative curriculum designed, structured and sequenced?

At The Bliss Charity School we believe that children learn best when lessons are fun, enjoyable and relevant.  Our creative curriculum delivers the aims of the Early Years Foundation Stage Framework ( and the National Curriculum for Key Stage 1 and Key Stage 2 ( in an engaging, cross-curricular, topic-based way, giving our pupils a broad and balanced range of enriching learning experiences as they progress through the school.  While there is some discrete subject-based teaching, most learning at The Bliss Charity School is topic-based. Where content is taught separately, staff ensure these units of work adhere to the principles of our creative curriculum.   

  • Implementation – How is our creative curriculum taught?

Our creative curriculum is topic-based, with subject-specific content and objectives threaded together into termly topics in each year group.  In most instances, the over-arching theme for each topic is derived from an aspect of the Early Years Foundation Stage Framework or the National Curriculum, which has then been developed to teach knowledge and skills from other subjects. 

With support, freedom and challenge from school leaders, teachers at The Bliss Charity School are trusted and empowered to design enriching, cross-curricular topics for the children they teach.  Coupling this autonomy with class-based cost centres, provides teachers with the resources they need to create and deliver broad and balanced learning experiences in the most engaging, enjoyable and effective ways. 

Underpinning the creative curriculum is our unique ‘Metacognition Programme’ which has been specifically designed to enable pupils to maximise their learning potential. The Bliss Charity School’s ‘Metacognition Programme’ is focused on the development of excellent behaviour-for-learning, by encouraging children to acquire the core skills and attitudes needed to self-regulate and succeed as independent learners. Metacognition is interwoven in everything we do at Bliss – it is the ‘language’ of our school.

Attitudes      Skills

  • Impact – What are the end results of our creative curriculum?

An interesting, fun and relevant topic-based curriculum equips children with both the enthusiasm and information needed to make good progress and attain highly.  By linking objectives through enjoyable over-arching themes, pupils are not only engaged in their learning, they also acquire a depth of knowledge and language that can then be applied to the development of key skills.  As a result, outcomes for pupils are very good and ahead of national averages at all statutory assessment points: 

  • Typically, pupils enter the school with broadly average knowledge, understanding and skills.
  • Good progress is then made through the reception year and cohorts go on to exceed the national average for a Good Level of Development on exit from the Early Years Foundation Stage.
  • Pupils then make good progress through Key Stage 1: the vast majority of pupils meet the national phonics screening benchmark at the end of Year 1 and these good early reading skills help most children to work at the expected standard or higher by the end of Year 2.
  • High levels of attainment are then maintained in Years 3-6, leading to outcomes at the end of Key Stage 2 which are above national.

  Class 6 complete five topics over six terms, with the final topic spread over Terms 5-6 due to other commitments, including: SATs week; secondary school transfer days and the summer play.  

Curriculum 2021
Class R
Class 1
Class 2
Class 3
C4 201920
 Class 5 v2
Class 6


Further information about our curriculum

Termly class newsletters provide more detailed information about the content of the topics.  Once published, these are emailed home to parents/carers and they are available on the ‘Class’ pages in the ‘Pupils’ section of our school website (   

Whole-school newsletters provide further information about the children’s learning in general.  These are published throughout the year; they are emailed home to parents/carers and they are available on the ‘Newsletters’ page in the ‘Parents’ section of our school website. 

Our twitter feed (@BlissCharitySch) is used to give an immediate insight into the children’s day-to-day learning, celebrating successes and achievements throughout the school. 

The subject-specific objectives, age-related objectives that underpin the class topics are available on the year group curriculum overviews.  These objectives are used by school staff to plan their topics and to make assessments.


Published schemes used at The Bliss Charity School

At Bliss we use some published schemes of work to support the delivery of our curriculum:


Area of the curriculum Name of the scheme Overview


Read, Write Inc. Phonics

Read, Write Inc. Phonics is a structured and systematic approach to teaching phonics.  The programme meets the higher expectations of the national curriculum – see


Read, Write Inc. Spelling

Read, Write Inc. Spelling for Years 2 to 6 has been specially created to meet the higher demands of the national curriculum.  Spelling rules are introduced by aliens from an exciting online spelling planet – see


Kinetic Letters

Kinetic Letters is a systematic, holistic approach to the teaching of handwriting: it combines physical, body-strengthening exercises and motor skills preparation with dynamic movements for learning letter shapes and sensory experiences for memory and recall – see or our page


Physical Educaton

Physical Education


Real PE

'Real PE' is a unique, child-centred approach that transforms PE teaching, engaging and challenging every child.  The 'Real PE' programme is based on the Fundamental Movement Skills (FMS) of agility, balance and coordination, inclusive competition and broader essential holistic skills (creative, cognitive, social and personal development) - see