A guide for parents

Our curriculum ensures that we provide your child with an exciting, knowledge-rich, mastery-based curriculum that is based on current research. Research shows that children learn more; remember more; and can deepen their understanding when the same themes are repeated. Within the foundation subjects, we repeat themes over two years, with the second year enabling advanced and deep understanding. We maintain breadth of the curriculum by covering six themes yearly across each foundation subject. 

The themes are designed to be exciting and engaging for primary school aged children and have been carefully developed by Chris Quigley, who is a well-known education specialist. For a full explanation of the ideas of mastery, milestones and the three different stages of learning, please look at our leaflet for parents.

This year, we are following this approach for Art, Design and Technology, Geography, History and PE. To find out more information about other curriculum subjects, please read the 'Curriculum' section of the Teaching and Learning Policy and look below for subject specific information.


English curriculum policy


The Futura Learning Partnership (FLP) intent for English is that a high-quality education will inspire children to become creative and critical thinkers. We believe that it is the right of every child to become a competent and confident user of the English language; able to live, work and succeed in the literate world. Children will be able to communicate fluently and confidently, using a wide vocabulary accurately and effectively. They will be able to critique a range of fiction and non-fiction texts, appreciating a rich and varied literary heritage. Children will be inspired to become imaginative writers who can write coherently with a high level of accuracy in spelling, punctuation and grammar; children will be able to adapt their language and style in and for a range of contexts, purposes and audiences. English provides the fundamental building blocks for students to succeed in all subjects; a high level of literacy provides the vehicle needed to unpick key concepts across the curriculum. This, alongside carefully selected texts appropriate to our contexts, develops the cultural capital needed to succeed in life. Crucially, we aim to foster a love of literature through widespread reading for enjoyment.


Underpinning the intent are the following key substantive and disciplinary concepts:

1. The mechanics of writing

2. Reading fluently, accurately and for meaning

3. Using evidence

4. Critical analysis of texts

5. Making links and connections between and across texts

6. Adapting for audience and purpose


1. The mechanics of writing

Success is students being able to write accurately with no errors in spelling, punctuation and grammar. They should know, remember and understand ‘rules’ of spelling, punctuation and grammar so that they can apply them to their own writing. They should be able to accurately use sophisticated vocabulary, ambitious punctuation and varied grammatical structures, making deliberate choices to create an impact on the reader.

2. Reading fluently, accurately and for meaning

Success is being able to read age-appropriate texts fluently and independently. Students are able to understand most of the words that they encounter, and those that they do not understand can be decoded through strategies that they have been taught, such as using etymology and morphology to work out word families.

3. Using evidence

Success is students being able to identify within a text which evidence is most relevant and worthy of analysis, and to fluently recall a judicious range of evidence which reinforces their critical viewpoint. They should also embed this evidence to be a seamless part of their response.

4. Critical analysis of texts

Success is students being able to analyse how a text has been shaped by a writer (through language and structural choices) to influence the reader, using appropriate subject terminology. It is the ability to understand why a writer has made choices, and how their work has been influenced by genre, context and their purpose. It is the analysis of themes presented by the writer, and understanding the impact that the writer has through presenting these themes.

The main themes that students need to be aware of in literature are:

  • Love
  • Conflict
  • Power
  • Identity
  • Relationships
  • Death
  • Nature
  • Religion

The key areas of social, cultural and historical context that students need to be aware of in literature are:

  • Elizabethan – Patriarchal society, family honour, Elizabethan theatre and audience, tragedy, religion, colonialism
  • Romanticism – revolution, rebellion, imagination, nature, religion
  • Victorian – social class, bourgeoisie, poverty, Gothic genre, industrialisation, role of women, fallen women, fin de siècle
  • WW1 and WW2
  • Modern Britain – social class, poverty, political ideas, industrialisation, suffragettes, feminism, Marxism, southern Gothic
  • Traditional/ folk tales taken from a range of cultures including nursery rhymes

5. Making links and connections between and across texts

Success is students being able to make perceptive comparisons between texts, recognising how two writers have used methods to convey different viewpoints and perspectives. They can clearly explain how different texts might have been influenced by a writer’s context, genre or perspective. They can also make perceptive connections within a text, considering how an idea is presented within an extract and in the text as a whole. Their ideas are supported by a range of judicious quotations.

6. Adapting for audience, purpose and form

Success is being able to recognise and apply the conventions of different genres and forms. Students need to confidently and accurately adjust their tone, language and structure to suit the needs of their audience, purpose and form. This includes in spoken and written forms.


The school uses the Read Write Inc scheme of work, in Reception and Years 1 and 2, to teach children to read accurately and fluently with good comprehension. They also learn to form each letter, spell correctly, and compose their ideas step-by-step.


Maths curriculum policy

Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


The breadth of our curriculum is designed with two goals in mind:

1) To give pupils appropriate experiences to develop as confident, responsible citizens; Maths hunt St John's

2) To provide a learning journey that is coherent, structured, academic that leads to a sustained mastery approach for all and a greater depth of understanding for those who are capable. For example:

Scheme of learning for maths Year 1 Scheme of learning for maths Year 3 Scheme of learning for maths Year 4 Scheme of learning for maths Year 5

Teaching for Mastery is:

• A belief that all children can achieve in Mathematics

• A way of thinking

• An approach to the delivery of the curriculum

• Thinking deeply about content and pedagogical knowledge

• Using manipulatives and pictorial representation to expose the structure of the mathematics

• Small, carefully, crafted steps resulting in a coherent learning journey

• Teaching for conceptual and procedural understanding

• A focus on learning-led, not activity-led, lesson design

• Fluency, reasoning and solving problems mathematically for ALL

Our curriculum is based on carefully sequenced learning – a progression model where children build upon previous learning. We plan for progress and assess in Maths.

Maths at St John's

Statutory and Non-statutory objectives curriculum breadth for each year group ensures each teacher has clarity as to what to cover. As well as providing the key knowledge within Maths it also provides for pupils’ growing cultural capital.

Maths units of work are the key disciplinary aspects from the National Curriculum e.g. Number and Place Value, Fractions, Measurement, Statistics etc. . They are chosen to build conceptual understanding within Maths.

Small Steps define the standards for the threshold concepts/units of Maths.

Depth: through our Mastery approach we expect pupils to be exposed to: Fluency, Reasoning and Problem Solving.


Our curriculum design is based on evidence from the Boolean Hub Maths research group. Where our Mastery Curriculum approach is built around and underpinned by the ‘5 big ideas’:

1) Representation and Structure
2) Variation
3) Fluency
4) Mathematical Thinking
5) Coherence

Maths at St John's


Science curriculum policy

Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.


The national curriculum for science aims 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.

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.


• The breadth of study is designed to provide a rich curriculum which excites and motivates the children.
• The curriculum will allow sustained mastery through a spiral of learning and greater depth of understanding.
• The curriculum will develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• The curriculum will develop a deep understanding of nature, processes and methods of science through different types of enquiry that will help pupils to answer scientific questions about the world around them.
• Pupils should be encouraged to understand how science can be used to explain what is happening in the world around them.
• By building up knowledge and concepts, pupils should be encouraged to explain their views and develop a sense of excitement and curiosity about Science.  


• 6 topics are studied in each year group with objectives for each topic being in line with National Curriculum requirements.
• Working scientifically is incorporated into each Science topic showing the progression in scientific skills.
• Scientific knowledge is taught in a practical context whenever possible.

• Topics from KS1 to KS2 form a spiral of learning so children revisit what they have learnt from previous years but at a higher level of understanding.

◊ Work is recorded using a variety of written methods and through drawing to allow the pupils to record what they have found out in the best possible way.
◊ KS1 will focus on describing and observing, leading to asking and answering simple questions and looking at similarities and differences.
◊ KS2 will set up scientific enquiries, take measurements, look at similarities and differences, use fair tests, record data in different ways and produce their own conclusions based on recorded evidence.

◊ By the end of Y6 children should be able to present, record and explain their findings, predict how things might behave and analyse results to explain WHY something has happened and use this evidence to support their own scientific arguments.

Science long term overview

Science long term overview

Religious Education (RE)
Religious Education (RE)

RE curriculum policy

As a Church of England School, our RE lessons are important times when children can explore and better understand their own and other people’s experiences of Christian and other world faiths. The children explore human life, its aspirations, times of celebration, problems and challenges.

We teach Religious Education according to the agreed syllabus, ‘Awareness, Mystery and Value’. We also use the ‘Understanding Christianity’ resource to support our lessons.

RE is an inclusive subject with many possibilities for cross curricular learning e.g. music, history, drama and art.

We have strong links with our own and other churches and places of worship, using these as practical ways to support the learning in Religious Education.

Art and Design
Art and Design

Art and Design curriculum policy


The Futura Learning Partnership intent for Art and Design is that learners will explore a diverse range of traditional and contemporary Artists, Craftspeople and Designers, fostering their curiosity and understanding of the world around them. Learners’ experiences will enable them to develop an appreciation of their own and other cultures and how artistic styles have been influenced over time. Through high quality art lessons learners will become reflective critical thinkers with the abilities to express themselves creatively. They will learn to evaluate their own work and the work of others. A well-sequenced art curriculum will allow learners to make continued progression through the refinement of skills and building on prior knowledge. Learners will have the opportunity to apply their skills and knowledge in a range of contexts. Learners will be exposed to art in the local community, galleries and museums to inspire and inform their creative practice.



Underpinning the intent are the following key concepts:

  • To develop ideas through investigations, demonstrating critical understanding of sources.
  • To refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
  • To record and communicate ideas, observations and insights relevant to intentions as work progresses.
  • To present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. (Final outcome)

Computing curriculum policy

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


The national curriculum for computing aims 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.

Design and Technology
Design and Technology

Design and Technology curriculum policy

Design Technology:


Our Primary DT Curriculum aims to equip children with the knowledge, skills and attitudes they need to become successful, innovative young designers and makers.

By building on prior experience, children progressively develop technical skills and practical expertise. They are encouraged to think creatively, imaginatively and be ambitious in their design ideas. They are given opportunities to solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They learn to recognize the importance of design and technology in the real world and its relevance in everyday life. They are given opportunities to learn about and be inspired by designs and designers past and present who have impacted on life across the world.

Through the design, make, evaluate process, children are guided to develop skills of team work, communication, resilience and reflectiveness through problem solving. They learn to use knowledge and understanding from other curriculum areas including mathematical, scientific, computing and art skills, applying them in relevant and practical contexts. In this way, we aspire for our pupils to become articulate, dynamic thinkers able to approaching new challenges with confidence and enthusiasm.



Underpinning the intent are the following key concepts:

  • To develop ideas through investigations, demonstrating critical understanding of sources.
  • To refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
  • To record and communicate ideas, observations and insights relevant to intentions as work progresses.
  • To present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. (Final outcome)

Geography curriculum policy


The purpose of the Futura Learning Partnership (FLP) geography intent is to provide a framework for high quality geography education across phases to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. The aim is to ensure that pupils are equipped with knowledge about a diverse range of places, people, resources and natural and human environments, together with a deep understanding of the earth’s key physical and human processes. Pupils should make sense of the complex world around them, understand and be confident to investigate some of the major issues, challenges and opportunities that the world faces today. The aim is to ensure that pupils will develop greater competence in using geographical knowledge, approaches, concepts and skills in analysing and interpreting a wide range of different geographical information. In that way pupils will enrich their locational knowledge and spatial and environmental understanding as well as acquire the geographical cultural capital needed to be confident and successful global citizens.

In Geography we aim to develop three key threshold concepts of geographical learning:

•          Investigate places

•          Investigate patterns

•          Communicate geographically


Underpinning the intent are key substantive and disciplinary concepts:

Substantive concepts

Location (L)

Knowing where places are and having spatial awareness of different countries using maps of the world and other sources leading to a detailed understanding of their environmental regions, physical and human characteristics, countries and cities.

Place and Space (PS)

Understanding the geographical similarities, differences and links between places and regions

Physical World (PW)

Understanding the processes that give rise to key physical features of the world, how they are interdependent and how they bring about spatial variation and change over time.

Human environment (HE)

Understanding the processes that give rise to key human features of the world, how they are interdependent and how they bring about spatial variation and change over time.

Interdependence and sustainability (IS)

The significant links between places, features, events and people. It examines the importance and impact of maintaining, modifying or breaking connections and the impact this has upon the long-term health of our planet, its people and environments.

Cultural understanding (CU)

Understanding the differences between themselves and people from other countries or other backgrounds, especially differences in attitudes and values

Scale (S)

This key concept provides the lens to look at the world from a small site, to local, regional, national, continental, oceanic areas to the whole world. Investigating at different scales enables many relationships, patterns and connections to be identified and supports pupils in making predictions.

Disciplinary concepts

Globe, maps and atlases (GMA)

Developing the ability to utilise a range of geographical information sources to help to develop an extensive knowledge of a wide range of places, environments and features at a range of scales.

OS map skills (OSM)

To develop a range of OS map skills and to be able to use these with confidence to infer information about a place and apply this in context in the classroom and in the field.

Geographical information systems (GIS)

To confidently generate, interpret, and infer spatial patterns and trends from a range of sources of G.I.S.

Geographical fieldwork (F)

To be able to plan and undertake independent enquiry in which skills, knowledge and understanding are applied to investigate geographical questions.

Geographical literacy (lit)

Show competence in a range of intellectual and communication skills (oral and written) written, including the formulation of arguments which include elements of synthesis and evaluation of material. The ability to read for geographical meaning in text of an increasingly complex nature (vocabulary, vocabulary and context).

Geographical numeracy (num)

Numeracy (number and measurement)-solving numerical problems, the ways in which numerical information is gathered by counting and measuring, and how it is presented in graphs, charts and tables. There are many opportunities within geography for students to develop their numeracy skills.


History curriculum policy


The Futura Learning Partnership (FLP) intent for history is that a high-quality history education will inspire children to have a curiosity and fascination about the local area and Britain’s past and that of the wider world as well. Children will be able to think critically, weigh evidence, sift arguments, and develop perspective and judgement. The children’s deep learning of history and its related information gathering skills will enable them to have an understanding of where we have come from and how this has been influenced by the wider world and different cultural heritages. This in turn will enable us to learn from the past, model the future and understand society and the child’s place within it. Furthermore, it gives us a view of other cultures and their development through time. We believe that learning about historical events provides an important context for the development of pupils’ key learning skills, particularly communication, working with others, problem solving and critical thinking skills and that this will be done not just through experiences in the classroom but also through the use of field work and educational visits.

In History we aim to develop four key threshold concepts of historical learning:

•          investigate and interpret the past

•          build an overview of world history

•          understanding chronology

•          communicate historically


Underpinning the intent are the following key substantive and disciplinary concepts:

Substantive concepts

Chronological Understanding

A secure knowledge of the order of events necessarily underpins any attempt to explain cause and consequence or to chart the process of change and continuity.

Historical Concepts

1.Some concepts and terms (such as Calvinism or Mensheviks) are highly specific to a particular period or place –and it is easy to recognise that their meaning needs to be explicitly taught.

2.Other concepts (such as Puritanism or Bolshevism) that originated in specific contexts may come to be applied more widely, so that students’ more general awareness of their meaning can obscure a lack of precision in their historical knowledge.

3.Others (such as ‘the Church’ or ‘revolution’) have a much wider application and are applied in many contexts other than history. In dealing with this category, teachers need not only to ensure that students understand their meaning, rather than simply assuming that they do because they are works in common usage; they also need to plan for learning about how that meaning changes over time and in different contexts.


Students to examine trends and turning points over time, looking at those dimensions which remain stable while others alter, and examining the varying pace, direction and nature of those alterations. Another aspect of change and continuity is the lived experience of change: how particular developments were experienced and understood by those who lived through them.

Cultural Diversity

Diversity is not just about race, however, although the colour of someone’s skin is an obvious aspect of diversity. Diversity also includes the immigration and emigration of white Europeans that has formed part of the story of Britain since prehistoric times. Linguistic, social, economic, technological and political differences are other aspects of diversity, as are local and regional history. Diversity is also closely linked to the concept of interpretations of history, because different ethnic and social groups may have contrasting interpretations of past events.

Disciplinary concepts

Cause and Consequence

Developing an understanding of why things happen and of why people do the things that they do is indispensable in both our personal and our collective lives: it is a precondition for making sense of experience and for acting to shape it effectively. There are at least four cognitive activities here:

1.Identifying different factors.

2.Making explanatory links between causes and effects.

3.Assessing the relative importance of different factors.

4.Considering the relationships between causal arguments, evidence and interpretations.


Considering the significance of events, people and developments in their historical context and in the present day. This includes: considering why judgements about the significance of historical events, issues and people have changed over time; identifying the criteria and values used to attribute significance; and assessing how these have been used in past and present descriptions and explanations. Statements about significance are interpretations that may be based on contestable judgements about events, issues and people, and are often related to value systems of the period in which the interpretation was produced.


People represent and interpret the past in many different ways, including in pictures, plays, films, reconstructions, museum displays, and fictional and non-fiction accounts. Interpretations reflect the circumstances in which they are made, the available evidence, and the intentions of those who make them (for example writers, archaeologists, historians and film-makers). Students will develop skills to analyse the nature and origin of the interpretation created. This leads to questions such as: When was it produced? What sources of information were used to produce it? Who produced it? Where was it produced? The second stage is to consider the purpose of the interpretation. This leads to such questions as: Was it to entertain/inform/persuade/mislead? Who was the intended audience? The third stage is to consider the perspective of the interpretation. This considers such questions as: what were the views and standpoints of the producers of the interpretation?

Historical literacy

Show competence in a range of intellectual and communication skills (oral and written) written, including the formulation of arguments which include elements of synthesis and evaluation of material.  The ability to interpret contemporary sources and historical interpretation of an increasingly complex nature (vocabulary, vocabulary and context).

Historical numeracy

Numeracy (number and measurement)-solving numerical problems how it is presented in graphs, charts and tables. There are opportunities within history for students to develop their numeracy skills such as analysing population growth and economic expansion and decline. Students learn to analyse numerical data to make meaning of the past, for example to understand cause and effect, and continuity and change.


Languages curriculum policy

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.


The national curriculum for languages aims 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.


Music curriculum policy


In the Futura Learning Partnership (FLP), our intention is that children develop a life-long love of music. Through the musical experiences and opportunities offered to them throughout their education, each child will develop a musical identity which is personal to them, this may be in the form of a performer, composer and/or as an active listener who, in the future, will become a participator in the cultural life of the UK.

In EYFS, KS1 and KS2 music acts as an integral part of the school day, be that singing whilst packing up, or listening to a new piece of music whilst walking into assembly. Our music curriculum plan, guided by the EYFS framework and National Curriculum, ensures that all children experience a stimulating, practical and holistic curriculum which explores music through singing, performing, composing and listening. Alongside this we encourage all students to develop their musicianship in a variety of extra-curricular activities both in and outside school. Inevitably, the cultural capital of each student will be developed throughout their musical education within the Trust yet each individual school also aims to meet the cultural interests, and needs, of the community in which our schools are based –all musical cultures and welcomed and embraced. We strive to ensure all students find Music an engaging and fulfilling subject in which they embrace the discipline of practice, the challenge of analysis and the excitement of creating and finding their own musical voice.


In Music we aim to develop four key threshold concepts of musical learning:

•          Singing

•          Listening & appraising

•          Performing

•          Composing


PSHE curriculum policy

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.

Relationships and Sex Education (RSE) Documents

Please use the links below to find out further information regarding RSE

Physical Education
Physical Education

PE curriculum policy

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.


The national curriculum for physical education aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities

• are physically active for sustained periods of time

• engage in competitive sports and activities

• lead healthy, active lives.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach PE.

Please click here for more information.


1. Curriculum drivers shape our curriculum breadth. They are derived from an exploration of the backgrounds of our students, our beliefs about high-quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.

4. Our curriculum distinguishes between subject topics and threshold concepts. Subject topics are the specific aspects of subjects that are studied.

5. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, students return to the same concepts over and over, and gradually build understanding of them.

6. For each of the threshold concepts, three milestones (each of which includes the procedural and semantic knowledge students need to understand the threshold concepts) provide a progression model.

7. Knowledge categories in each subject give students a way of expressing their understanding of the threshold concepts.

8. Knowledge webs help students to relate each topic to previously studied topics and to form strong, meaningful schema.

9. Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

10.Within each milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: basic, advancing and deep. The goal for students is to display sustained mastery at the advancing stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the deep stage. The timescale for sustained mastery or greater depth is, therefore, two years of study.

11. As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue for direct instruction in the early stages of learning and discovery-based approaches later. We use direct instruction in the basic domain and problem-based discovery in the deep domain. This is called the reversal effect.

12. Also as part of our progression model we use POP tasks (Proof of Progress) which show our curriculum expectations in each cognitive domain.


 Our curriculum design is based on evidence from cognitive science; three main principles underpin it:

• Learning is most effective with spaced repetition

• Interleaving helps students to discriminate between topics and aids long-term retention

• Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength

In addition to the three principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.

Our content is subject specific. We make intra-curricular links to strengthen schema.


In addition to the 2 hours of PE per week, the school promotes Physical Activity within play time and also periods in the day, such as running the daily mile three times per week and participating in Gonoodle/skipping/active Maths/English/Science two days per week.


We have 3 termly invasion game intra-house tournaments. Results are handed to the PE co-ordinator and Sports Leaders and presented in Achievement assembly (trophy) and the Newsletter.

• Y1 – Y2

• Y3 – Y4

• Y5 – Y6

• YR = from Spring 1 = Skipping, gymnastics, throwing/catching, running/movement competitions.

Inter-school competition

As members of BANES School Sport Partnership the children enjoy a wide range of inter-school sports. Over this past year, we have sent teams of pupils to represent the school at boys and girls football, netball, tag rugby, gymnastics and multi-sports. In addition, each year group from yr 2-6 enjoy a cluster festival at Wellsway Academy.

Further information

These websites can help support your child in PE and Sport

Sport England:


Let’s get active:

British Values

British Values

Our school reflects British values in all that we do.  We nurture our pupils on their journey through life so they grow in to caring, responsible and tolerant adults who make a positive difference to British society and to the wider world. We encourage them to be creative, unique, open-minded and independent individuals, respectful of themselves and others in our school, our local community and beyond.  

At St John’s, we actively promote British values in the following ways:  


Pupils are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school. They are able to do this in a number of ways e.g. school council; eco council and class discussions.  

Rule of Law  

We have a clear positive behaviour policy which helps pupils to make good choices about their behaviour. Pupils are helped to distinguish right from wrong, in the classroom, during assemblies and in the playground. This is supported by a Restorative Justice approach.   

Individual Liberty  

At school, pupils are encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment, e.g. challenging themselves in their learning. They are supported to develop self-knowledge, self-confidence and a growth mind set in all areas of school life. Pupils are taught to understand and exercise their rights and personal freedoms in a safe way, e.g. UNICEF Children’s Rights and within Jigsaw lessons. They have key responsibilities in school e.g. classroom monitors, playground partisans, spiritual leaders, school council and eco-council representatives as well as sports leaders.  

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs  

Respect is one of our school values. Pupils understand that respect is shown to everyone, both adults and children. We help them to develop an understanding of, and respect for, their own and other cultures. Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour. Through the PSHE (Jigsaw) and RE curriculum pupils are encouraged to discuss and respect differences and similarities between people. We offer a culturally rich and diverse curriculum in which all major religions are studied. Through our curriculum we learn about the world in themes such as Eco Warriors and Wonderful World.  



SMSC stands for social, moral, spiritual and cultural development. At St John's, we take great pride in our approach to SMSC across the school, feeling that pupils should develop into tolerant, caring individuals with a social conscience. SMSC feeds into several areas of life at St John's: collective worship during assemblies; charity and community outreach projects; school council; eco-council; online safety and mental health awareness days; as well as playtime partisans and spiritual and sport leaders This statement should be read alongside the Relationships and Sex Education Policy.