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Fawbert & Barnard's Primary School

Learning for Life

Implementation and Impact

At the heart of our curriculum are the core subjects of English, Mathematics & Science. We also truly value our wider curriculum, covering all other National Curriculum subjects. This wider curriculum is organised into discrete subject specific work taught as stand-alone units of learning and cross-curricular learning where meaningful links can be made with other subjects that help secure prior learning or develop learning further. All topics will have an entry based ‘hook’ to excite and engage the children and a purpose for study so that learning is meaningful and relevant for them. Where possible, learning will be supported and enriched by visits, workshops, artefact boxes, role-play and practical resources. Progression of knowledge, skills and understanding is carefully planned, reviewed and adapted yearly to ensure that children’s learning builds effectively over time to ensure children are ready to meet the expectations of secondary school. Teachers will be self-reflective and will enhance their teaching skills and strategies to help raise standards across the full breadth of the curriculum. 

Curriculum Implementation

  • All groups of pupils are able to enjoy and achieve well.
  • Pupils secure the necessary knowledge and understanding of important concepts across all subjects in the curriculum
  • Teaching is responsive to the needs of our learners and steps are taken to address pupils' gaps, misconceptions and difficulties
  • Teaching materials, strategies and work given to pupils is ambitious, coherent and matches the school's curriculum intent


We define progress as the widening and deepening of the essential knowledge, skills, concepts and behaviours in each subject through a key stage.  We aim for our pupils to become resilient, curious learniners who find pleaseure in tackling challenging work.

If pupils make good or outstanding progress then they achieve the age-related expectations (Expected Standard) in a subject at the end of a key stage and may work at a more advanced standard (Greater Depth Standard), depending on their relative starting points or prior attainment.

We assess a pupil's depth of understanding at regular intervals, and use this as a forecast as to whether they are on track to meet our curriculum expectations.  One of the roles of hte subject leader is to monitor pupil progress and outcomes and to audit teachers' assessment judgements.

The impact of our work will be reflected in:

  • Our pupils' achievements, including in results from national tests
  • Pupils' work is of a good quality
  • Our pupils ar prepared for hte next stage of their education
  • Pupils can read confidently and competently and are numerate
  • Pupils can talk about their learning