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An Introduction to the Curriculum

Curriculum Intent

Our curriculum has been carefully designed, planned and organised to ensure breadth, balance and depth for every learner in our inclusive school. All staff have contributed to the development of a curriculum that meets the needs of all our children.

Our school motto, ‘Learning for Life’ is at the heart of our curriculum provision and it embodies our drive to equip our children with the essential knowledge, skills and understanding that they will need throughout their lives.

By the end of their time at Wheelwright Lane Primary School, we want children to be competent speakers, readers and writers, having secured solidly good skills in English and Maths that enable them to attain and achieve well and to make good progress from their starting points, ready for the next stage in their education.

Our curriculum covers the formal requirements of the National Curriculum and goes beyond the experiences of the classroom to ensure that our children are exposed to rich and varied opportunities that will develop their Cultural Capital.

We provide opportunities for our children to experience the benefits of a multicultural society, enabling them to see different perspectives and develop opinions within an ever-changing world and global perspective. We want them to take their place in the community as well-balanced, empathetic, kind, self-confident, knowledgeable citizens.

For more in depth information on the National Curriculum, please see the Department for Education website (external link).

Reception and Nursery classes follow the curriculum contained in the Early Years guidance materials:

At Wheelwright Lane we use a cross-curricular approach to teaching and learning. This means that skills, knowledge and understanding across a range of subjects are brought together and form a topic theme. This is further enhanced by the use of well-chosen picture books, poems, film, visitors, a variety of themed days/weeks and visits within the local community and beyond. We also recognise the importance of sports, music and the Arts and encourage participation wherever and whenever possible.

All of these are underpinned by the development in each child of effective and life-long Learning Behaviours which are promoted throughout the school.

New assessment information may be accessed by clicking on the link below:

Long Term Plan

This is our whole school Long Term Plan (LTP), which forms a general overview of our curriculum.

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Rec My family and other animals.
(Festivals and celebrations.)
It’s good to be me. If you go down to the woods today... Bears, bears everywhere...even in space! Take a walk on the wild side! Seaside adventures.
Y1 Old MacDonald had a farm. Toys R Us. There’s no place like home. The wheels on the bus. Ponds, plants and parks. People portraits and picnics.
Y2 Food, glorious food! Superheroes. It’s a kind of magic. Rabbit, rabbit, rabbit. Who’s afraid of the Big, Bad Wolf? Through the keyhole.
Y3 Rainforest explorers. A load of old rubbish! Stone age, bone age. Take a walk with a Wild Child. What have the Romans ever done for us? The Great Train Journey.
Y4 On the move. Wolves in the Wall! Tomb raiders. Magical Myths. Dragons. Volcanoes and Earthquakes; fact and friction. Scots and Saxons; scraps and settlement!
Y5 Water, water everywhere. People, Poets and peace. Ancient Greeks. To infinity and beyond. Vikings. Survivors Europeans; countries, capitals and culture.


Peace and reconciliation.
(Coventry in WW2).
Way home.
Crime and punishment through the ages.
Crime and punishment cont. The Island. SATs revision and preparation. Focus on English and Maths. The Mystery of the Mayans. All’s well that ends well – a Shakespeare-based play.

We also have various trips organised througout the year, which can be read below:

All About Me (formerly Spring Fever programme)

Wheelwright Lane will deliver the 'All About Me' programme. It is a fully supported training and educational package which focuses on comprehensive relationship and sex education across all year groups from Reception to Year 6.

Indeed, there is a lot misunderstanding about what a comprehensive relationship and sex education package might contain, especially when aimed at primary school children. There is the worry that children will lose their innocence if we give them certain information too soon. The evidence suggests that this couldn’t be further from the truth. In fact, All About Me is an evidence based package which progresses year-by-year to an age appropriate level. The programme is designed to be delivered across all year groups and builds in knowledge and details along with the children’s natural development and curiosity.

There are five key themes that run throughout the programme:

  • All About Me
  • My Relationships
  • My Body
  • My Thoughts, Feelings and Behaviours
  • My Choices and Personal Boundaries

Whilst these themes do cover the physical changes of puberty; the similarities and differences between boys and girls bodies, including giving the correct names to all their body parts (as we know this is a huge protective factor and helps to keep children safe); whilst also answering the question of sex and where babies come from - more importantly, these issues are supported by a frame work of lessons which puts them firmly in context and focuses on children learning the skills to form and maintain positive relationships, especially friendships, based on respect and empathy.

Indeed, the focus is on providing children with a safe space to ask questions and offers fun and responsible support which enables children to express and deal with their feelings in a positive manner. It helps to tackle many of the issues which arise naturally in school, from dealing with crushes, friendships, and understanding the social rules and boundaries that exist around us and our bodies.

Schools that have delivered the programme have found that children become more confident and open to asking questions. There is less unrest in the classroom and fewer problems in the interactions between girls and boy. Indeed, children find it easier to correct their classmates if they behave inappropriately or in a manner that makes them uncomfortable. Children feel better prepared to deal with the challenges of puberty and become more assertive.