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Gorefield Primary School

Our Curriculum

Children learn at the different paces, both to one another and at different times in their own development. The National Curriculum sets two benchmarks: knowledge to be acquired by the end of Key Stage one and by the end of Key Stage Two. Within this, we are free to decide the best way to assess the skills acquired in each subject, at each stage of learning. Our focus is upon learning concepts in a greater depth so we have adopted the Chris Quigley ‘Essentials’ Curriculum which sets out essential coverage, learning objectives and standards which are required for all subjects.  The Early Years Foundation Stage and the Essentials curriculum together  exceed the  requirements of the English National Curriculum 2014.

Our curriculum content is organised into four stages:

Click on each to view the curriculum map.

If you wish to explore the Chris Quigley curriculum further, then click on this sentence.

We then adopt this curriculum into whole school topics that develop the depth of children’s learning. In essence, this means providing children with increased cognitive challenge, allowing them to apply the skills which they have learnt independently in a range of contexts rather than moving them onto the next skill needlessly when they have not truly mastered it. You can find more details on each topics on the tabs in this section.

EYFS has its own distinct objectives, whilst the objectives of the Essentials curriculum are common to all other classes. For example, the objective ‘ to use imaginative description’  is common and the same objectives appear in each Milestone. This is because we do not see the knowledge, understanding and skills the children learn as a series of separate and distinct items, organised neatly as if on a ladder to climb. Instead we regard the understanding of them as advancing across the primary years. They form our assessment foci and we assess the depth of each child’s learning and so build on that. Coverage (for example, writing a story) is monitored by the leaders to ensure suitable curriculum breadth but it is not the basis for assessment.