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Greenhill Primary School

Be the best that you can be


Greenhill Primary School Curriculum Policy (September 2016)


At Greenhill Primary School we believe in learning within a curriculum that has been specifically designed for our children and their world. Our curriculum takes into account the local, regional, national and global context within which our children live. We aim to engage and inspire our young people, developing the skills and attitudes to make them effective lifelong learners.



The curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of the children as set out in the school’s aims and vision. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential and ‘be the best they can be’.



Our school curriculum is underpinned by the values that we hold dear at our school.

Greenhill Primary is a school where:

  • the curriculum is broad and exciting
  • pupils are given the skills and knowledge to improve their own learning
  • pupils of all abilities can achieve
  • lessons are fun and imaginative
  • staff make learning meaningful
  • pupils are proud of their learning
  • there are opportunities to stay fit and healthy
  • staff and children have positive attitudes
  • children feel safe and valued
  • pupils are tolerant and thoughtful towards others
  • we are committed to safeguarding all our pupils
  • there are equal opportunities for all our learners
  • parents’ views are valued


Our curriculum is the context and the vehicle through which our children develop learning behaviours and skills. Our aim is to fuel children’s curiosity and love of learning within a range of exciting contexts.


Our school is in full agreement with the values statement included in the introduction to The National Curriculum Handbook for Primary Teachers in England. We use the objectives from the new national curriculum for planning our curriculum. The main values of our school, upon which we have based our curriculum are shown above:


Aims and objectives

The aims of our school curriculum are:

  • to enable all children to learn and develop their skills to the best of their ability;
  • to promote a positive attitude towards learning, so that children enjoy coming to school, and

  acquire a solid basis for lifelong learning;

  • to teach children the basic skills of literacy, numeracy and information communication

  technology (ICT);

  • to enable children to be creative and to develop their own thinking;
  • to teach children about their developing world, including how their environment and society

  have changed over time;

  • to help children understand Britain’s cultural heritage;
  • to enable children to be positive citizens in society;
  • to fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for

  Religious Education;

  • to teach children to have an awareness of their own spiritual development, and to understand

  right from wrong;

  • to help children understand the importance of truth and fairness, so that they grow up

  committed to equal opportunities for all;

  • to enable children to have respect for themselves and high self-esteem, and to be able to live

  and work co-operatively with others.


Organisation and planning

We plan our curriculum in three phases. We agree a long-term plan for each key stage before the academic year starts. This indicates what topics are to be taught in each term, and to which groups of children. All of our topics contain an exciting hook which may take the form of a visit out of school, a visitor into school or another exciting experience. We review our long-term plan on an annual basis. This is to ensure that all of the subjects are given a focus on a regular basis.


Our medium term planning contains the specific objectives that are planned to be covered each half term and term.


Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson.


In the Foundation Stage and at Key Stage 1/Key Stage 2 we adopt a topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the National Curriculum and early learning goals, and there is planned progression in all curriculum areas.


At Key Stage 2 the curriculum at our school places a greater emphasis on the core and foundation subjects than it does at Key Stage 1, and we teach these subjects separately although as part of a cohesive topic. This means that, for example, a child may concentrate in one term on a history topic, then switch to a greater emphasis on geography in the next term. Over the three terms of the academic year, each child has the opportunity to experience the full range of National Curriculum subjects.


Children with special needs (SEND)


The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted.

If a child has a special need, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEND Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider the child for an educational health plan (EHP), and we involve the appropriate external agencies when making this assessment. We always provide additional resources and support for children with special needs if needed.


The school provides a personalised support plan or if needed a behaviour Plan for each of the children who are on the special needs register. This sets out the nature of the special need, and outlines how the schools will aim to address the need. It also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.


The Foundation Stage

The curriculum that we teach in F2 meets the requirements set out in the revised Early Years Foundation Stage Framework. Our curriculum planning focuses on the Early Learning Goals and on developing children’s skills and experiences, as set out in this document.


Our school fully supports the principle that young children learn through play, and by engaging in well-planned structured activities. Teaching in the F2 class builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the variety of F1 and other pre-school providers in the area.


During the children’s first term in the reception class, their teacher makes a baseline assessment to record the skills of each child on entry to the school. This assessment forms an important part of the future curriculum planning for each child.


We are well aware that all children need the support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well each child is progressing.


Key skills

In our curriculum planning we plan for key skills including basic skills in literacy, numeracy, ICT and foundation subjects, so that the children’s progress in all areas can be identified and monitored. All subject areas contribute to a child’s progress in these skills. Our school believes that all children need to make good progress in these skill areas in order to develop to their true potential.


The role of the subject leader

The role of the subject leader is to:

  • provide a strategic lead and direction for the subject;
  • support and offer advice to colleagues on issues related to the subject;
  • monitor pupil progress in that subject area;
  • provide efficient resource management for the subject.


The school gives subject leaders non-contact time each term, so that they can carry out the necessary duties involved with their role. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work. The subject leader also keeps a portfolio of children’s work, which s/he uses to show the achievements of children at each key stage and to give examples of expectations of attainment.


Monitoring and review

Governors are engaged in monitoring standards in teaching and learning across the range of national curriculum subjects. They do this through regular visits to school and feedback on progress and standards in teaching and learning.


The headteacher/deputy headteacher/assistant heads and phase leaders are responsible for the day to day organisation of the curriculum. The assistant headteacher for the appropriate key stage monitors the lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.


Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.

Follow the links below to see an overview of what will be taught in each subject in each year group, additional information is sent out to parents in year group newsletters each half term, these newsletters can also be found on our website under Parental Information. If you would like even more information please contact the relevant Phase Leader who will be happy to show you detailed medium term plans. Class teachers are also more than happy to talk to you about what they are doing in class.

To view the whole school overview of the curriculum, please click here.
To read more about the National Curriculum that we follow, please click here.



Parents' guides to the new curriculum

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6