Hightown Primary School

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Curriculum Intent

We believe learning is for life; a dynamic journey of discovery that provides memorable and enjoyable learning experiences to encourage inquisitive minds.

Our curriculum at Hightown Primary School is designed to ensure that children develop as successful and independent learners where they learn and apply new knowledge and learning in all areas of the curriculum.  The curriculum is underpinned by the school’s Inspire values and centres around the following aims:


Our curriculum...



Is bespoke and relevant to the children of Hightown 


Emotional resilience 

Develops emotional resilience and wellbeing 


Knowledge and skills 

Provides opportunities for children to learn, practice and apply essential knowledge and skills  



Excites and motivates children to learn through experiences and enrichment activities 



Is purposeful and subject links are made where appropriate 



Develops independent learners who take control of their learning 



Is aspirational and has clearly defined end points 

curriculum intent posters 1 .pdf


 Curriculum Implementation

  • Children in Early Years are taught following the Revised Early Years Foundation Stage statutory framework (2021). The characteristics of learning are explicitly taught.
  • Long term curriculum plans are developed based on the National Curriculum in Years 1 - 6.
  • Further medium-term plans are developed and learning is adapted to meet the needs of the children. Support is also provided by subject leaders.
  • Progression of skills documents and knowledge organisers clearly set out the expected learning outcomes.
  • The curriculum is underpinned by the Inspire values and the corresponding 7 curriculum aims.


  • Projects are linked and integrated where appropriate with a lead subject – English, history, geography or science.
  • English is always taught in context to enable a clear purpose and is based on a high quality text.
  • Other subjects are taught discretely – science, maths, music etc.
  • There is a hook at the start of the project to motivate and engage the children as well as setting the purpose for learning.
  • The learning journey is carefully planned and allows knowledge and skills to be taught, practised and then applied.
  • Children are taught to be reflective and independent learners.
  • Every project has either a trip or an experience (e.g. visitor, local walk etc.) with a minimum of three trips planned per year group.
  • Art and D&T are blocked and taught at the end of each project.
  • Each project culminates in a final outcome that answers a ‘big question’.


  • Phonics is taught daily for one hour following the Read Write Inc programme. Children who have not yet met the required standard in reading in KS2 take part in phonics.  Some children also benefit from additional 1:1 phonics tutoring.
  • Talk Through Stories’ are taught in KS1 with three stories planned for each half term.
  • Reading (in KS2) is taught daily and is based on a high-quality text (which sometimes links to the main project).
  • Word Aware is taught in Year R to promote vocabulary and language development.
  • Mastery Mathematics is taught daily, following the White Rose Mathematics scheme of learning. Children in Early Years and KS1 also take part in daily Mastering Number sessions.
  • RE is taught discretely and is taught as an experience day every half term following Hampshire’s Living Differences agreed syllabus.
  • PSHE is taught weekly with daily reflections are being introduced to improve emotional resilience. The PSHE curriculum follows SCARF planning but is adapted and supplemented with input from local organisations relevant to our children.
  • PE lessons are taught weekly with at least one of the sessions being taught by specialist provision (external providers).
  • Music lessons are taught weekly by specialist teachers (either external providers or specialists within Hightown) and follows the Charanga scheme of learning. Children in Year 4 are taught to play a musical instrument.
  • Spanish is taught weekly in Years 3 – 6 by the class teacher and specialist Spanish teacher, following the Primary Languages Network scheme of learning.
  • Each class has two assigned famous individuals to learn about throughout the year, based on the Little People, Big Dreams book series.
  • One ‘curriculum drop down day’ is planned for every half term to support children’s social, moral, spiritual or cultural development (e.g. Mental Health awareness week, anti-bullying day, Children in Need etc). This is also planned for as part of our Collective Worship themes.
  • Other experiences are also planned to support children’s wider learning (e.g. sports tournaments and competitions; local visits in the community e.g. care homes, pre-school etc).


Curriculum Impact

 Our curriculum is designed to ensure that children have the experiences, motivation and personal learning behaviours to achieve academic excellence.  It is our aim that the curriculum at Hightown has the following impact:

 Children learn essential knowledge and acquire skills to achieve academic success.

  • All children make good progress from their starting points.
  • Children display high levels of emotional resilience and approach challenge with positivity.
  • All children are independent learners who take responsibility for their learning.
  • Children value education and have high aspirations for their future.


We measure the impact of the curriculum through a series of monitoring & evaluation and assessment activities.

 Children are assessed in their learning at various stages throughout the year and data analysis contributes to monitoring the impact of the curriculum.

  • Children’s views about their learning are sought and they are encouraged to contribute to project evaluations. This also includes contributions from parents when they attend book looks or outcomes.
  • Teachers complete half-termly project and curriculum evaluations.
  • Subject leaders complete lesson observations, work and planning scrutiny and pupil conferences for their specific subject.
  • The Leadership Team carry out monitoring activities and provide support for ensuring the aims of the curriculum are met. This can include utilising support or expertise from other schools in the Inspire Learning Partnership.
  • The Interim Executive Board is regularly informed about the impact of the curriculum and hold school leaders to account in ensuring the curriculum intent is fulfilled.


Whole school curriculum map


long term curriculum map 2 .pdf

Would you like to find out more?

For more information about the curriculum, please look on our year group or subject pages or contact the school via email on info.hps@ilpartnership.org.