Curriculum Rationale for Planning



Clear progression of skills and knowledge, well sequenced to build secure understanding

  • Begin each new unit by recapping previous knowledge and skills which you will then build on. Be really explicit about this. If they aren’t ready or clear, go back first!
  • Check previous year group skills progression document as a starting point
  • A focus on the whole journey of learning (within the topic/unit/subject areas?) - securing each stage (unit, year group and whole school) for long term success
  • Ensure that you encourage children to actively seek connections between learning
More ambitious than the National Curriculum
  • Skills progression provide a starting point, not the limit
  • Use of Bloom’s Questioning to extend and challenge
  • Opportunities for all to achieve – Foundation Subjects should be differentiated  to enable access for all children and should be based on the skill being learnt (although you may also need to consider reading/writing level)
A creative approach involving pupils directly with stimulating experiences
  • Carefully considered Stunning Starts, trips and workshops to engage children and apply learning in real life contexts – reflect on how learning effects or will affect them
  • Lessons should be practical and physical – less teacher talk and more active for children!
  • Develop cultural capital (i.e.  cultural knowledge and understanding which enables children to be successful citizens) and global citizenship – consider diversity, SEND and Disadvantaged.
Development of resilience, wellbeing and Growth Mindset
  • Support independence and self-motivation
  • Promote understanding of others and empathy
  • Support Mental Health
A focus on learning through Creative based activities to support social skills and mental health alongside critical thinking and active problem solving
  • Consider more creative, practical and physical ways to engage learners
  • Cross curricular links to Art wherever possible
  • Embed understanding of human creativity


  • Implementation of the above through planning, teaching and books
  • Know more, remember more, do more.
  • Assessment for each foundation subject
  • Grouping of foundation subjects into Four E groups for collaborative working and connected curriculum