The Curriculum - Year 1 to 6

The Curriculum - Year 1 to 6


Vision and values

As outlined in our Vision and Values Statement, we provide ambitious learning opportunities for our pupils, promoting achievement in every area and nurturing social, emotional and spiritual wellbeing.

It is essential that we equip our children with the knowledge and cultural capital they need to succeed in life. Cultural capital is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.

As our children gain confidence, knowledge and skills we hope that they will go on to become compassionate, well balanced young people. They will take their place in society as active citizens, economically independent, exemplifying the British values of equality, tolerance, democracy, individual liberty and rule of law.

Our starting point for curriculum design are our four foundations.

  1. Educating for Wisdom, Knowledge and Skills
  2. Educating for Hope and Aspiration
  3. Educating for Community and Living Well Together
  4. Educating for Dignity and Respect

We aim to help our pupils develop an inner discipline that encourages them to not just ‘follow the crowd’. We want them to make up their own minds using an evidence based approach and be ready to accept responsibility for what they do. They will grow through making choices, taking responsibility and being honest with themselves and others. SMSC is taught in a cross curricular way throughout the year groups (see our curriculum map) and is not limited to specific Personal, Social and Health Education (PSHE) or Religious Education (RE) lessons.

Character and resilience are the qualities, the inner resources that we call on to get us through the frustrations and setbacks that are part and parcel of life. We must instil these qualities in our children and make sure that they are ready to make their way in the world as robust and confident individuals. In order to achieve this we have incorporated opportunities for building character in to our curriculum: sport, outdoor learning, creativity, performing, the world of work and volunteering.

Curriculum design

At our school we see the Year 1 to Year 6 curriculum as a body of subject-specific knowledge defined by us and the National Curriculum and so we take a knowledge led approach. Skills are an outcome of the curriculum, not its purpose. When children are ‘fluent’ in knowledge, such as number bonds or 8 times tables-they can then apply them as skills.

We have a clear focus on subjects as units to deliver the curriculum. Our Curriculum Map, and ‘Units of Work’ in every subject, contain the knowledge that we have identified as essential in our school taking in to account cultural capital.

Our ‘Units of Work’ in each subject identifying composite knowledge and skills and breaking them down in to component knowledge and skills to ensure sequential, layered knowledge acquisition. These ‘Units of Work’ also support our particular style of teaching and help with the speedy and effective induction of new staff. 

We use ‘unit covers in order to help children with knowledge retention and issues around working memory. Our teaching style has a strong focus on the effective retention and use of subject specific vocabulary. 

As we are situated in central London, we use London as our classroom, providing pupils with a very wide range of off site visits and visitors to enhance their learning.

Look at the Curriculum Gallery section of our website for more information about individual subjects in our curriculum.

Look at our Curriculum Map for an overview of subjects, year by year.

Look at our Curriculum Overviews for Parents/Carers to see termly information about our curriculum and how parents/carers might support children with their learning at home.


The implementation of our curriculum is greatly supported by carefully structured unit plans, leading pupils through component knowledge and skills to composite knowledge and skills  in all subjects.


We constantly review our curriculum through regular subject based monitoring activity to ensure sequential, layered knowledge acquisition and check that pupil outcomes are of a very high quality.

Children love to show what they know and what they can do. They make very good progress using this approach as evidenced by our pupil achievement data year on year, the work in their books and their attitude to learning.