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Our Curriculum Intent

Our curriculum has been developed to instil a love of learning within all pupils and develop a curiosity and passion for their own education. Our carefully planned curriculum is knowledge-rich and intentionally ambitious. Content is delivered at an age-appropriate level and we ensure that all pupils are able to access our curriculum through appropriate adaptive teaching. As a digital school, we pride ourselves on being able to expand learning beyond the classroom, as well as providing pupils with the tools to embark upon careers that ignite passion through digital knowledge and understanding. 

We actively promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for others, such as those with different faiths and beliefs. We also promote the importance of our role within the wider world and our curriculum and ethos ensure our children are equipped with the cultural capital to be successful citizens.

Within the collegiate collaboration of our curriculum leaders, we have also ensured that our local demographic is taken into consideration by exploring local landmarks and studies as part of our curriculum provision.

How we implement our curriculum

The delivery of education is through a ‘spiralling’ curriculum (key concepts are presented repeatedly) where children are taught key knowledge, significant skills and relevant vocabulary which will broaden their knowledge and enrich their learning experiences. The notion of revisiting concepts at various points through Key Stage 2 is based upon the idea that pupils learn best when connecting knowledge to previously established and rehearsed knowledge. 

Alongside careful sequencing of the curriculum, we also ensure the teaching exhibited in the classroom is presented in clear steps, with an emphasis on pupil understanding of vocabulary. We also embody our school motto ‘Together Everyone Achieves More’ within lessons, with collaboration between pupils and their peers as well as with their teachers to ensure that all pupils have the opportunity to succeed. 

We deliver a full range of topics, skills and importantly, knowledge through the four years that pupils are with us. This content is not rushed through, rather as educators, we ensure that we do not move forward until we are sure pupils have secured the previous knowledge first. 

We utilise formative assessment - checking pupil understanding throughout our lessons, with iPad featuring as tool to provide this essential feedback to the teacher. Summative assessment takes different forms, depending on the subject, however it’s purpose always remains the same: to inform the teacher of any gaps in knowledge that need to be addressed. Assessment also provides pupils with clear feedback on their work.

The curriculum

The curriculum that we have designed at Howard Junior School is ambitious and knowledge-rich to encourage our pupils to become inquisitivesuccessful learners. It is evidence- backed; utilising ‘Rosenshine’s Principles of Instruction’ (2012) as a basis for teachers’ pedagogical approach, lesson plans and structures. Naturally, we follow the National Curriculum, which guides long-term and medium-term planning, alongside various schemes to supplement our curriculum. We use the Primary Knowledge Curriculum (PKC) for Art, Design & Technology, Geography, History and Science. In addition to this we use Charanga to support our music curriculum and Get Set 4 PE alongside ICS coverage to account for a full physical education offer. Children learn how to read and write using Little Wandle Letters and Sounds ‘Rapid Catch-Up’. Reading is discretely taught as an extension to Little Wandle using Fred Reading - whereby children are taught the art of reading and comprehension is explored and developed accordingly.

From September, we have aligned our English curriculum to include evidence of the many different National Curriculum linked text-types- linking each of them to fiction and non-fiction texts in a bid to highlight and intertwine purposeful reading and writing opportunities. Our PSHE and RSHE offer has been carefully selected to cater for the needs of our pupils through Jigsaw’s mindful approach that brings together Personal, Social, Health Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. 

At Howard Junior School, we believe that all of our pupils should have secure knowledge of where we are located on a geographical scale, as well as being confident in recalling the key events and dates throughout our past.

We strive to ensure that History is taught in a variety of exciting, yet meaningful ways. We encourage the children to ask questions, discuss, investigate and explore their curiosities throughout both subject areas.

We are currently working to ensure that ICT is incorporated a lot more within humanities. What with the recent developments in online maps and satellites; we feel the power of ICT will really bring our lessons to life.

We are strong believers in ensuring learning is consolidated through providing opportunities for the children to experience many enriching and relevant school trips; to ultimately inspire and stimulate.


At Howard Junior School, we ensure that our pupils are regularly assessed against the relevant frameworks across the breadth of the curriculum. There is a regular half-termly cycle of monitoring and assessment which is analysed and utilised for identifying knowledge gaps. In addition to this- the core subjects are assessed using PIXL- a comprehensive assessment tool that identifies gaps in pupil knowledge in order to allow teacher the opportunity to access therapies that appropriately target areas of learning individual to each pupil or groups of pupils.


Please click on the subject headings to find out more about each subject!