Learning and Curriculum

  Teaching and Learning

Glemsford Primary Academy is committed to inclusion for all, providing a broad and balanced curriculum for every child. We use Knowledge Organisers for planning, which covers multiple learning styles and therefore meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs.



We aim to ensure that pupils

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
In EYFS we follow Jolly Phonics which leads into Jolly Grammar in years 1-6. 
English is taught daily and is made up of a combination of lessons including handwritting, spelling, grammar, Talk for Writing and Reciprocal Reading.



Key Principles in Key-Stage 1
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Key principles in Lower Key-Stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Key Principles in Upper Key-Stage 2
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

To ensure all our pupils access the curriculum, we use Mathematics Mastery in Reception, Year 1, Year 2, Year 3 and Year 4. In Year 5 and 6, we follow the White Rose Maths Scheme of Work.

See the attached Calculation Policy and Parent Leaflets for further information about the approaches we use to teach mathematics.



In our science work we cover all aspects of the National curriculum and, where possible, it is linked with our topic work to further inspire and motivate pupils.  Science is taught through a wide range of activities so children can develop the practical skills and academic knowledge they need in order to become scientific thinkers and learners.  We believe that exploration and investigation are essential elements of all science work that children can relate to all aspects of their lives – at home and at school. 

We aim to ensure that all pupils: 

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics 
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them 
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

The resources we use are from, TigTag and Curious Scientist.



We have received support from Alex Bedford to design our own Knowledge Organisers to deliver a more in depth varied curriculum throughout the school. Knowledge organisers provide children with important knowledge and the understanding of key words within the subjects of science, geography and history.


We aim to ensure that:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales



We have received support from Alex Bedford to design our own Knowledge Organisers to deliver a more in depth varied curriculum throughout the school. Knowledge organisers provide children with important knowledge and the understanding of key words within the subjects of science, geography and history.

We aim to ensure that all pupils:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • Are competent in the geographical skills needed to:
  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.



Personal, social and health education enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the Academy and the wider community. In doing so, we help develop their sense of self-worth.

The aims of personal, social and health education are to enable the children to:

  • know and understand what constitutes a healthy lifestyle
  • be aware of safety issues
  • understand what makes for good relationships with others
  • have respect for others
  • be independent and responsible members of the community
  • develop self-confidence and self-esteem, and make informed choices regarding personal and social issues
  • develop good relationships with other members of the academy and the wider community.


Art and Design

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress through school, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. In addition to the curriculum, art & design clubs and trips are implemented to extend opportunities and experiences.


Design and Technology

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.  The workshops and trips planned throughout the year support the DT curriculum and encompass new exciting practical experiences.



We believe Religious education supports the values of the school curriculum

Religious education actively promotes the values of truth, justice, respect for all and care of the environment. It places specific emphasis on pupils valuing themselves and others, on the role of the family and the community in religious belief and activity, on the celebration of diversity in society through understanding similarities and differences, and on human stewardship of the earth. Religious education also recognises the changing nature of society, including changes in religious practice and expression and the influence of religion, in the local, national and global community.

At Glemsford we follow a scheme of work which encompasses a wide range of religions including: Christianity, Hinduism, Buddhism, Islam, Sikhism and Judaism.



We aim to foster a love of music in all of our pupils and allow them to develop their talent as musicians, increasing self-confidence, creativity and a sense of achievement. We use Music Express to support the delivery of music throughout the school, and pupils have the opportunity to learn different instruments and take part in music-based clubs, including singing as part of a group in the choir and drumming.

We aim to ensure that all pupils:

  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
  • Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • Understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.




We aim to ensure that all pupils:

  • Develop competence in a broad range of physical activities
  • Have the opportunity to compete in a range of sports and activities
  • Are aware of the components of a healthy lifestyle
  • Are elevating their heartrate on a daily basis



We aim to deliver high-quality computing sessions to enable our pupils to use ever-changing technology to interact within the digital world and also to unleash their creativity. We follow the Purple Mash scheme of work from years 1-6. We supplement this scheme with other activities, including the hour of code. Online safety is also an integral part of our computing ethos which includes activities on safer internet day. We also run a digital leaders scheme with pupils in upper key stage 2.

We aim to ensure that all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  • Are responsible, competent, confident and creative users of information and communication technology. 


Modern Foreign Languages

We aim to ensure that all pupils: 

  • understand and respond to spoken and written language from a variety of authentic sources 
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation 
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt 
  • discover and develop an appreciation of a range of writing in the language studied. 


Multicultural Education

We intoduce children to the different celebrations and customs of other countries so that the respect and tolerance for those different from ourselves can be fostered and encouraged.


British Values

To provide, identify and state an appropriate and professional approach so that children are able to:

  • make judgements about how to behave, act and understand the reasons for such behaviour
  • understand and distinguish 'right from wrong'
  • have respect for the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different beliefs and faiths
  • be able to develop a personal code of behaviour i.e. telling the truth, being honest, having respect for justice.


Building Learning Power

At Glemsford Primary Academy, our school ethos is one of striving to be the best we can be, recognising that we all have different strengths and interests. BLP allows us to nurture this ethos and build the children’s learning power through a variety of strategiesand techniques.

Key Principles

  • It is a learning culture that encourages children and teachers to become better learners
  • It allows children to approach difficulties in learning without fear of failure
  • It allows the children to take small steps within learning
  • It develops confidence
  • It is not additional to teaching but should be grounded within everyday teaching and learning
  • It gives clear labels for the children to use to develop understanding of learning processes

See 'Guide for Parents' attached

For links to educational sites, please see the useful link page