Curriculum Statement

Throughout the 2019-20 academic year we are developing our school curriculum so that it fully aligns with our intended vision for learning as stated below. 

At the heart of learning:

  • We want children to develop a strong and deep vocabulary and conceptual understanding across many subjects over time. 
  • We are striving to enhance children’s long-term memory and their skills so they can apply their knowledge in different ways.

Curriculum Intent 

Our curriculum is designed under three purposeful principles for learning: 

  • Developing knowledge. Knowledge is fundamental in our curriculum and is the pathway to creativity enabling us to think and shape new ideas. Lessons are planned to develop and increase conceptual understanding and make connections with prior learning. 
  • A language rich environment. We place a strong emphasis on identifying, exploring and absorbing new vocabulary. Children are immersed in high quality children’s literature, rich in vocabulary and meaning, to extend and deepen understanding and expression. 
  • Learning to contribute. Children develop an awareness and appreciation of how they can use their knowledge, skills and understanding to help others and contribute to the world (a core school value).

More broadly our curriculum promotes children’s Spiritual, Moral, Social and Cultural development, ensuring that they are reflective and responsible citizens. Fundamental British Values are actively promoted in order to prepare the children for life in modern Britain.


  • We share key ideas and concepts in all subject areas across the school deepening and strengthening the learning year on year. 
  • We use learning milestones to describe stages of understanding and ensure learning is increasingly challenging in each stage of the school. 
  • We emphasise opportunities to revisit concepts year on year as our key strategy to enhance long-term memory and secure learning. 

We place a high value on both fiction and non-fiction texts and have a particular passion for sharing and telling stories, as they support children’s development of narrative sense and ability to make meaning and solve problems. 

Teachers use key ideas and concepts to review learning two to three times a year across all subjects. This process shapes future learning and enables teachers to adapt learning to the needs of their children. 

Teacher assessment is a professional judgement based on:

  • Reflection on pupil work (using pupil books and tests)
  • Observation of learning over time (evaluation of understanding in lessons)
  • Comparative discourse  (benchmarking discussions across four classes) 


  • Children achieve well by developing secure knowledge, skills and language that is embedded in their long term memory. 
  • Children leave Bishop Road in Year 6 fully prepared for a successful transition to secondary school.  
  • Children are guided by a strong sense of values, showing an understanding of the importance of aspiring to high standards, appreciating and contributing to the world as well as accepting and valuing others.

The impact of the curriculum is evaluated through end of Year Teacher Assessments, end of Key Stage statutory assessments, governor visits, external partnership visits and monitoring of teaching, learning and pupil voice.

Reopening Information

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