Chilcote Primary School

A Rights Respecting School

Curriculum Statement

KS1 & KS2 Curriculum Statement



The curriculum incorporates, but is not limited to, the statutory requirements of the National Curriculum 2014.

In line with our school motto AIM HIGH, our principal curriculum driver is ASPIRATIONS. Our continuous drive for the achievement of the highest academic standards, coupled with our robust pastoral and extra-curricular provision enables us to fully support all pupils in being aspirational and to achieve readiness for the next stage of their educational journey. Our beliefs in the principles of Respect, Resilience and Inclusion collectively mirror our key school values. 

We believe in the power of reading. Learning to read well, and being inspired to become a life-long reader, is at the core of our curriculum. Reading underpins and drives excellence in all other learning. Reading is first among equals, and forms the roots and branches from which our pupils, and all other subjects, grow. 

Meeting our pupils’ physical, mental health and emotional well-being needs features highly in our priorities; positive states of physical and mental health are important contributors to high attainment. 

Our newly devised ‘OPPs’ programme feeds directly into the school’s recognition of the importance and impact of cultural capital on our pupil’s lives and ambitions. 

As a Gold Status Rights Respecting School, all of our work is underpinned by the Convention of the Rights of the Child. They act as guiding principles for our pupil’s understanding of their rights, but equally we place an emphasis on their responsibilities as pupils in relation to learning behaviours and consideration of their roles as future global citizens.

In order to facilitate children’s ability to make connections in their learning, we have adopted bespoke ‘golden threads’ which apply across each curriculum area across both Key Stages.

The content of each curriculum area is subject progressive, denoted by ‘milestones’ which state clearly what every pupil should know at different stages. This includes an awareness of what is taught through the 7 areas of learning in the Early Years Foundation Stage. 

We teach on the premise that “knowledge precedes creativity”. As such, subject knowledge and the application thereof is paramount and is subsequently embedded through creative experiences where appropriate. Cognitive science tells us that in order for pupils to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

We adopt a range of pedagogical styles such as direct teaching, exploratory learning to maximise engagement by all pupils. As part of our progression model, we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep.

Assessment forms a key part of the teaching and learning process; all outcomes from assessment tasks inform future planning.


As strong subject knowledge is key to high quality curriculum content delivery, CPD, whether internally led or externally sourced is prioritised;

Bespoke Reading, Writing and Maths Strategies form the basis of planning for core subjects

Continuous provision, where specific areas of the curriculum are taught periodically throughout the year, (e.g. time, Seasonal change) increases opportunities to embed learning through ‘real time’ learning.

As a result of pupil feedback and our own evaluation of the effectiveness of approaches, some curriculum areas may be blocked, giving children a more intensive learning experience.

Intra-curricula links are carefully planned and taught to strengthen schema.

A balance of teacher led and enquiry based learning activities is employed.

More specifically, our curriculum design is based on evidence from cognitive science. At Chilcote there is an emphasis on two concepts; Growth Mind-set and Meta-cognition.

In addition to a range of strategies tested over time, with a view to increasing pupils’ storage and retrieval ability leading to mastery over time, we adopt practices such as spaced repetition and interleaving.

A shared, common language - PLAN, MONITOR, EVALUATE - is used across all subject areas as part of the teaching process to enhance the development of self-regulated learners.

The degree of effort given by our pupils is awarded as much status as the outcome of learning tasks.


The effectiveness of our Curriculum implementation is measured through:

Ongoing professional dialogue and review of our teaching strategies.

A cycle of evaluation of the quality of teaching and learning through the triangulation of book trawls, assessment outcomes, learning walks and pupil voice.

The quality of the pupil outcomes generated from POP (Proof of progress) tasks at the following levels: basic, advancing, deep.

Comparative judgements in the context of internal and external moderation

Please refer to the EYFS Policy document for respective Curriculum Statement

Statement adopted: July 2020