Curriculum Subjects

Our Mission

At Glenmere Primary School we intend to provide our children with a well-rounded, versatile, stimulating and challenging education that will benefit and allow children to achieve their potential through the highest standards of teaching and learning. ‘Knowledge underpins and enables the application of skills.’ (HMCI 2018) We understand that both need to be developed alongside each other.


  • To be successful learners
  • To be confident individuals
  • To be responsible citizens

Outcomes: Our children will be happy, confident and successful learners who are responsible citizens

Below is an outline of the different curriculum subjects at Glenmere.

If you would like further information then please speak with you class teacher or contact the school office: 0116 288 2228 or

Phonics and Early Reading

English Endpoints

  • Appreciate a wide range of authors, genres and texts
  • Understand the history of literature including knowing how vocabulary has changed and why
  • Be able to us a wide range of vocabulary suitable for different contexts
  • Read and write confidently including genres which will be applicable to life as they get older, for example, letters, emails, receipts
  • The more you know (read) ------- more conversations available ----- more confident, thus promoting drama skills, impression and facial expressionRecognise that reading and writing facilitates other subjects
  • How to articulate allowing communication within society
  • Know link to other languages through the understanding of grammar
  • How to present yourself

Statement of Intent

The aims of our reading curriculum is for children to become more fluent and effective readers who have a rich vocabulary and enjoy reading for pleasure.


Through the teaching of phonics, children are taught the essential skills needed for reading. At Glenmere we use Rocket Phonics as a systematic synthetic phonics programme. All teaching and materials are used to support the teaching within these lessons. Phonics is taught daily to all children in Reception, and KS1. All pupils are provided with fully decodable books and these are introduced when all the grapheme phoneme correspondences have been taught.

Extra support is provided to those in Year 2 who have not passed phonics screening in Year 1 and interventions are planned for those children who are working below expected levels. Once children move into Year 3, we teach phonics as an intervention for those who are still identified as needing support with reading, alongside other reading comprehension interventions. 

Here you will find our phonics overview which outlines our approach to teaching phonics at Glenmere, following Rocket Phonics


The teaching of phonics starts as soon as children join reception. Assessments are completed at the start of Reception and Year 1 and then formative assessments are carried out within daily and weekly teaching through observations. End of half-term assessments are also used as a tool to identify strengths and next steps.

In the summer term of Year 1 there is a national phonics test where children have to read 40 real and alien words to check their understanding of phonics. 

Phonics Sequence of Learning

RATIONALE: At Glenmere, we use a systematic approach to the teaching of synthetic phonics to enable children to develop secure reading and spelling skills. A strong emphasis on high quality teaching of phonics can substantially reduce the number of children at risk of falling below age-related expectations for reading. At Glenmere, we use Rocket Phonics as a systematic synthetic phonics programme. All teaching and materials are used to support the teaching within these lessons. Teachers make use of the resources to support the children’s learning of phonemes in Early Years. This sequence sets out clear expectations of pupils’ progress in phonics term by term. It is to be used as a tool for informing all teaching of phonics including in whole class sessions, interventions and 1:1 reading. The sequence sets out the pace that we expect a typical child to progress through the phonics programme. This pace can be adapted/reduced for high attaining children, with those children who are not on track receiving interventions to enable them to catch up with their peers. On-going assessments as part of Rocket Phonics will support teacher’s ongoing assessments and will identify gaps and where targeted teaching is needed. Whole class phonics teaching will follow the suggested structure of blend, segment, blend, segment and consolidate. At Glenmere, opportunities within the learning environment will be used to practice and reinforce sounds being taught and through ‘quality first teaching’, ‘children’s acquisition of speaking and listening skills, and phonic knowledge and skills are greatly enhanced.

Key Strategies for ‘Phonics First’ approach, used throughout the steps and re-visited in Key Stage 2 Children are taught to use big books, sound mats, flash cards, freizes and individual workbooks with developing independence. We use a multi-sensory approach to engage and stimulate the children in their learning and application of phonics. Across the school we have a rich and varied environment which children can access to support their phonic knowledge and application. The terminology we use with the children is consistent and modelled within the lesson.

Reading: Children have opportunities to apply their phonic knowledge using phonetically decodable books from the Rocket Phonics scheme. The sequence of reading books shows a cumulative progression in phonics knowledge that closely matches the school’s phonics programme. Once the children are secure with the new content that has been taught, they are able to read the books from the sounds within the given part of the scheme, to develop their fluency. For this year, those in year 1, who were previously working from a different scheme, may be given more than one book. Pupils will be given decodable books based upon the sounds taught within the new scheme. In some circumstances, children may be given an earlier book to ensure sounds from the new scheme are understood. Likewise, again, in a few circumstances, children will be given a book band above the current phoneme grapheme correspondence. This is to ensure all children are able to progress.

Common exception words: Our school’s agreed approach to the teaching of common exception words is that children are encouraged to use their knowledge of synthetic phonics as much as possible to work out how to read unknown words aloud. The bits of a word that are 'tricky' and do not directly correspond to known grapheme-phoneme correspondence are identified and discussed as a teaching point. We call these 'tricky' words. Within this sequence, we have identified where we expect ‘tricky’ words and decodable common exception words to be taught.

English - Reading


The aims of our reading curriculum is for children to become more fluent and effective readers who have a rich vocabulary and enjoy reading for pleasure.


Reading is at the core of everything we do, acting as a key life skill that provides access to all aspects of the curriculum. At Glenmere, children learn both the skills of reading using their knowledge of phonics in EYFS and Key Stage 1 (further information can be found in phonics and early reading) and how to become competent readers as well as teaching the skills of comprehension.

Reading is taught three times a week with whole class reading lessons (VIPERS), VIPERS Talk or 30-minute phonics lessons daily in EYFS and Year 1. Lessons use a variety of different stimulus: picture books, video clips, extracts from books, short texts and pictures.

In order to ensure even coverage of the curriculum, we use VIPERS to cover the content domains in line with the expectations at the end of Key Stages 1 and 2. These are taught explicitly within reading lessons. Teachers reference these during explicit teaching of reading skills.

  • V – Vocabulary (give/explain meaning of words in context 2a – explain how meaning is enhanced through choice and words and phrases 2g)
  • I – Inference (make inferences from the text/explain and justify inferences with evidence from the text 2d)
  • P – Prediction (predict what might happen from detailed stated and implied 2e)
  • E – Explain (identify/explain how information/narrative content is related and contributes to meaning as a whole 2f)
  • R – Retrieval (retrieve and record information 2b)
  • S – Summarise (summarise main ideas 2c)

Alternate weeks from VIPERS, pupils will take part in VIPERS Talk which works on pupils working in mixed ability pairs and verbalising answers to questions using sentence starters with a particular focus on using evidence to support their answers. Teachers and LSAs will work with different groups over the week, hearing individuals read and completing assessments based upon discussions with pupils.

During these lessons, pupils have the opportunity to discuss the use of language, widen their vocabulary and develop their levels of comprehension. Lessons are based on good quality literature with a focus on developing answers to reading questions. Teachers use the Reading Progression Map to ensure level of questioning and skills are developed year on year.

The explicit teaching of reading takes place either whole class or in small guided groups, depending on the year groups preference based on their cohorts needs.

For individual reading in EYFS and Year 1 we use Rocket Phonics reading books in line with the SSP programme. These are fully decodable and are given once children are confident with all their grapheme phoneme correspondence within the given book band. Pupils in Year 2 may also access these books where phonics still needs to be taught.

Within book bands in Year 2, we continue to use Rising Star with Comet Street Kids up to gold. Pupils in Year 3 will access Rising Stars Galaxy for Lime and Brown book band. This is there to aid the transition from Key Stage 1 to Key Stage 2. Moving into Upper Key Stage 2, there is a wider variety of genres covered, looking at longer novels and more detailed texts, using books from Badger Learning moving pupils up to Black in Year 6

Children at Glenmere are also encouraged to have a 'Reading for Pleasure' book from the wealth of books within the classroom - or alternatively with reluctant readers or pupils in Key Stage 1, a book to read with a parent/carer. We feel this is important to balance between children reading for enjoyment but also to develop their reading skills within books aimed at their reading level: both fluency and comprehension. 

We believe that active encouragement of reading for pleasure is a core part of every child’s education entitlement whatever their background or attainment. In order to promote reading for pleasure at Glenmere we have included the following:

  • All pupils are encouraged to have a reading for pleasure book as well as their book banded books
  • All classrooms have reading for pleasure books in reading corners/areas within the classroom
  • Each year group has a time class reading book where the teacher reads for pleasure
  • Reading for pleasure slots are planned into the school timetable
  • Reading Squad are employed and run the reading zone within the quiet area during lunch times.
  • Book Club

The use of Pupil Premium funding is used to support reading. Specific pupils are targetted to ensure that they are given regular 1:1 reading time with clear and specific questioning.

At Glenmere we use the PM Benchmarking kit to assess children’s reading. It allows us to identify children’s instructional or independent reading levels using fiction and non-fiction texts, identify the knowledge, skills and strategies children use when reading unseen texts, assess children’s fluency when they read aloud, along with assessing children’s retelling strategies and it helps to determine children’s comprehension and understandings within and beyond the text.

Running records with the children to help to ensure that children are reading within their correct levelled band, but the Benchmarking kit will ensure a more accurate picture.


Impact of the reading curriculum will be monitored in a variety of different way, including the use of learning walks, observations and book looks especially within the teaching of the comprehension side of the curriculum with VIPERS and VIPERS Talk. The use of pupil voice will also be crucial in gaining an understanding of pupil perspective of reading across the school. To ensure books are pitched accurately to ensure pupils are making rapid progress, monitoring of reading folders/diaries, interventions and 1:1 are carried out. Pupils and teachers use the ‘Assessment Framework’ as a tool for target setting. Termly assessments are then completed to monitor and evaluate progress in relation to previous key stages.

The Glenmere Reading Handbook, provides further details on the teaching of reading, including all the systems in place.

Reading at Glenmere

V – Vocabulary

I –Inference

P – Predict

E – Explain

R – Retrieve

S – Sequence (KS1) Summarise (KS2)

Our Writing for Purpose Document and our 'VIPERS' progression grid provides detailed information regarding the coverage from year group to year group, including the progression of skills in writing and reading.

At Glenmere, we also see it important to ensure pupils are exposed to a variety of rich texts, therefore, within the curriculum, there is a breakdown of books covered within the different key stages.

English - Writing

English Statement of Intent

To deliver an exciting, innovative English curriculum which enables and empowers children's written and oral communication and creativity through collaboration and engagement with a variety of high quality texts.


At Glenmere, writing it taught daily in English lessons with the use of Talk 4 Writing. In addition to this, we use the concept of 'writing for purpose' whereby each year group has a focus of a particular purpose per half-term: in KS1 they write to inform and entertain, in LKS2 they write to inform, entertain and persuade and in UKS2 they write to inform, entertain, persuade and discuss. This allows knowledge and skills to be mastered.

At the start of a writing unit, ‘Cold Writes’ are used as a way of assessment. This is used to assess the needs of pupils and to inform planning and teaching, alongside the expectations set out within the National Curriculum, ensuring that pupils learn, develop and consolidate skills throughout the year. At Glenmere, we use the Writing for Purpose Progression to sequence key writing skills across year groups. 

Our writing curriculum has a number of different elements: handwriting and spelling (transcription), composition and grammar and punctuation – all of which then contributes to well composited pieces of work

Handwriting and Spelling

A structured programme of spelling is implemented across the school, starting with phonics in EYFS and Key Stage 1 (further information can be found in phonics and early reading). As pupils progress the introduction of ‘Spelling Shed’ is made, which includes explicit teaching as well as within writing lessons.  As a school, we follow a cursive handwriting school – Letter-Join. This is first introduced in EYFS and taught progressively through to Year 6. The scheme weaves in vocabulary and handwriting from other areas of the National Curriculum. Children are taught to use the correct letter formation, sizing and joins which are expected to be applied within their work across the curriculum


At Glenmere, children are exposed to a range of genres through the use of Talk for Writing. Within the English Curriculum, as previously explained, each half-term, year groups have a particular purpose for writing which enables skills to be mastered. Each writing unit involves a pre-writing assessment referred to as ‘Cold Write’. Lessons are then split into 3 phases: the imitation phase, the innovation phase – which includes a wealth of modelled writing from the teacher – and then the independent application and invention (otherwise referred to as a ‘Hot Task’).  The Hot Task is an opportunity for pupils to independently apply the skills they have obtained which will then be assessed against the National Curriculum. Working Walls play a vital role in supporting the teaching and learning in the classrooms, displaying vocabulary, story maps, ‘what a good one looks like’, shared write, toolkit and grammatical elements. Children are expected and encouraged to use these walls to support their writing throughout.

Grammar and Punctuation

We believe that grammar should be taught in context and, therefore, is taught within the English lessons and applied across the curriculum.


Throughout our units of work, ongoing assessments are made by teachers: observations, discussions, marking and feedback as well as questioning to identify understanding. Within each unit, children produce both a ‘cold’ and ‘hot’ write which form a basis for assessment. Teachers assess the work which is written in ‘Author Journal’ and mark against ‘Teaching Assessment Framework’. Pupils use the ‘Assessment Framework’ as a tool for target setting alongside the teacher. Termly assessments are then completed to monitor and evaluate progress in relation to previous key stages.

Impact is also monitored through the use of learning walks, observations and book looks as well as the use of pupil voice across the school.

Our Writing for Purpose Document and our 'VIPERS' progression grid provides detailed information regarding the coverage from year group to year group, including the progression of skills in writing and reading.


Maths Endpoints

End of KS2 and start of secondary

  • Skills of being able to mentally use the four operations
  • Develop efficient techniques (to make maths quicker and easier)
  • Problem solving skills
  • Mathematical vocabulary to be able to apply them accurately and appropriately
  • To reason decisions
  • To read and interpret data
  • Apply skills to real-life situations in word problems
  • To have a bank of methods to be able to use written formats
  • To develop a sense of spatial awareness
  • To estimate and make informed judgements
  • To be able to use and know the times tables efficiently
  • To know numbers can be represented in different ways e.g. algebra


  • Apply mathematical skills to everyday situations – time (catching the bus), money (buying things) and weight (cooking)
  • To build on those concepts to apply them to more complex situations e.g. mortgages, shopping, budgeting
  • Statistics – reading the news and being able to interpret the data
  • Time management

Maths Statement of Intent

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

1. 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.

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

3. Can solve problems by applying their mathematics to a variety of routine and non-routine 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. Our curriculum ensure children apply mastery skills. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem-solving. They should also apply their mathematical knowledge to science and other subjects.


Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.

We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.

We use times table Rockstars to develop their multiplication skills.

KS1 use Number Sense to support basic number fact fluency.

Everyday the maths lessons starts with a quick recall grid, with a question from last year, last term, last week and last lesson, to help them keep recalling information and ensuring these skills are moved to long term memory.

Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts

Children are given differentiated tasks that meet their learning needs to ensure they master the concept being taught.

Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.

Children move through the different stages of their learning at their own pace.

Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.

Assessments are completed at the end of each unit and at the end of each term.

Reasoning and problem-solving are integral to the activity’s children are given to develop their mathematical thinking.

Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.

Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.

A love of maths is encouraged throughout school via links with others subjects, applying every growing range of skills with growing independence.

In the moment marking and feedback is given to help challenge the children during the lesson.

Children are taught mathematical vocabulary and are expected to be able to give examples related to the vocabulary.

Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.

We have a specialist maths teacher that works with year 5 and 6 for extra support.

We run whole class and small group maths interventions after school.

We have whole school maths themed events that parents can come to.

KS2 children have CPG maths books to support home learning.

We give out termly supporting your child letters, with guidance on how parents can support their children at home.

To help parents support their children we run maths training workshops for parents.

CPD for staff is a priority and regular training is given to support staff to develop their subject knowledge.

Maths co-ordinator attends yearly maths conference and attends termly maths meetings with different organisations and the Trust.


Class teachers are responsible for assessing children’s attainment in maths on a daily basis. Progress is reported to parents at least annually.

Maths assessment happens in 2 forms:

Formative-the day to day assessment that takes place continually and informs teacher’s short-term planning.

Summative- formal assessment that takes place at the end of each unit, the end of each term and then at the end of the year.

At Glenmere the Impact of our maths curriculum will be:

· Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

· Children show confidence in Believing that they will achieve.

· Each child achieves objectives (expected standard) for year group.

· The flexibility and fluidity to move between different contexts and representations of maths.

· The chance to develop the ability to recognise relationships and make connections in maths lessons.

· Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

· Children are fluent with all four number operations.

· Children are fluent with their times tables.

· Children show a high level of pride in the presentation and understanding of the work

· Children show a love of maths and enjoy being challenged and making links.

Glenmere Calculation Policy

Maths Policy 2023

Whiterose National Curriculum Progression

Whiterose Scheme of Learning EYFS


Science Endpoints

  • Being able to investigate
  • Be inquisitive about the world around them
  • Ask questions
  • Use a variety of information
  • Apply scientific knowledge to a range of situations
  • Plan and carry out investigations
  • Recognise that science is all around them
  • Have transferrable skills (maths and other subjects) STEM
  • Knowing science has evolved over history
  • Questioning different standpoints
  • Explain the important of science
  • Plotting of data/graphs
  • Recognise global issues – science behind climate change, vaccination etc

Science Statement of Intent

To develop children's scientific knowledge and understanding of the nature, processes and methods of science, for now and the future. To promote and encourage a sense of excitement and curiosity about natural phenomena in a practical and investigative way.


Science at Glenmere Community Primary School aims to give our pupils a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to: think scientifically, gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future. We aim to promote and encourage a sense of excitement and curiosity about natural phenomena in a practical and investigative way.

At Glenmere, we use 'SNAP SCIENCE,' which is a scheme of work in line with the National Curriculum and was chosen to ensure that scientific enquiry skills are at the forefront of our lessons, to enable these skills to be embedded in each topic area. The children study these topics, which are revisited and developed throughout their time at school. In line with the National Curriculum, a range of scientific topics are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

We aim to encourage all children to become more independent scientists who begin to question and explore their own ideas, as well as question others, using appropriate scientific vocabulary and well-structured discussions alongside relevant scientific knowledge. Through our science curriculum, using our scheme of work, we aim to provide children with the skills needed to seek out the answers to scientific questions they have, helping them to make sense of the world in which we live.

Science implementation

Across each phase (Foundation stage, KS1, Y3/4 and Y5/6) children will be taught the whole range of knowledge objectives and are given the chance to develop the appropriate ‘working scientifically’ skills, as set out by The National Curriculum. Planning is taken from SNAP Science and is enhanced by the use of whole-school skills and knowledge progression grids and knowledge organisers, so teachers are aware of the prior knowledge of year groups before planning units and individual lessons. This ensures that key concepts and prior learning is built on and developed rather than repeated; it also ensures that children of all abilities are challenged appropriately throughout the scientific concepts being taught. Vocabulary grids have been formulated to ensure that the progression of the vocabulary used by children is clear. Children also have learning road maps which are used to remind themselves of prior learning and understand the progression within each unit of work. They also use fast four grids at the beginning of every lesson to check understanding of previous lessons, units of work and work completed the year before. Linked Learning grids have been recently introduced to help the children understand and revisit what they have learnt in the two-year previous to the one they are in currently for a subject the same as, or linked to, their current topic and what will be taught in the following two years.

Skills focused upon working scientifically are embedded into lessons to ensure that these are being developed throughout the child’s time at Glenmere. Lessons are planned so that children have the opportunity to refine these skills and become independent scientists. Science lessons, using SNAP are planned to be predominantly practical and teachers have access to a range of resources using this scheme. Teachers are also able to access and use other sites, such as STEM, to support them and challenge the children.

Whole school progression vocabulary banks have been developed so that teachers are aware of the key scientific vocabulary that children need to know and understand in order to be successful in science. This vocabulary is revisited regularly throughout units of work and children are encouraged to use this language within lessons.

At Glenmere, we encourage our children to continue their science learning outside the classroom, and the school encourages parents to be involved with their children’s science learning: we host both a science and a STEM afternoon which parents are invited to take part in to witness some of the science learning which their children take part in. British Science Week is celebrated in school and a booklet of ideas for simple science activities, websites to support scientific learning and ideas for possible science related visits are shared with families. Where possible, the local area – especially Brocks Hill – is used to support our children’s learning. Children at Glenmere also get to experience trips and visits from experts who will enhance the learning experience.


The successful approach to the teaching of science at Glenmere Community Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world that they can take with them - once they complete their primary education. So much of science lends itself to outdoor learning, and so we provide children with opportunities to experience this. Children learn the possibilities for careers in science as a result of our visits from experts and enrichment activities. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.

Science Skills Progression Grid

Science Vocabulary Progression

Promoting British Values

British Values Statement of Intent

To develop children's experience and understanding of British Values to create and enforce a clear and rigorous expectation to promote fundamental British Values of Democracy, the rule of law, individual liberty and mutual respect and tolerance of the those with different faiths and beliefs. (DFE 2014)

British values

In June 2014, David Cameron emphasised the important role that British values can play in education. Further, how well a school promotes such values is an aspect of Ofsted’s inspection process.

 British values are promoted in so much of what we do, not least during our school assemblies and Religious Education lessons. The values are integral to our long-standing visual ethos statement which complements British values and always has done.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.

The term ‘British values’ might be slightly misleading in that these values are integral to so many countries throughout the world – they differ in no way from the values of most western European countries, for example.

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

Schools are subject to a duty (Section 26, Counter-Terrorism and Security Act 2015) to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. At the foot of this page there is some information to support parents in discussions about extremism and preventing radicalisation.

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Glenmere. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Remembrance during the Autumn term, and what could be more British than a trip to a pantomime around Christmas time! 

Further, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our topic work at Glenmere ensures that children have a better understanding of what Britain is, learning more about:
•Its capital cities and counties, its rivers and mountains
•How ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’
•Where Britain is in relation to the rest of Europe and other countries in the world

Historically: The main focus is British history. Children learn about an aspect of life and how this has developed and changed over time. The actual topic depends on the interests of the children (and teacher!), but might include inventions and discoveries, or houses, or medicine.


Children, parents and staff have many opportunities for their voices to be heard at Glenmere Primary. Democracy is central to how we operate.

An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes. The council has its own budget and is able to genuinely effect change within the school.

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a hightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Rules and laws

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own Class rules, a set of principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:
•Visits from authorities such as the police and fire service
•During Religious Education, when rules for particular faiths are thought about
•During other school subjects, where there is respect and appreciation for different rules – in a sports lesson, for example

Individual liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:
•Choices about what learning challenge or activity
•Choices about how they record their learning
•Choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our E-Safety lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Glenmere Primary is in an area which is greatly culturally diverse and we are proud to promote and celebrate our different backgrounds and beliefs. Mutual respect is at the heart of our aims and ethos – To develop understanding of and respect for a wide range of religious values, languages and cultural traditions and different ways of life – and it’s one of our three school rules: We respect everyone and everything.

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

Specific examples of how we at Glenmere Primary enhance pupils understanding and respect for different faiths and beliefs are:
•Through Religious Education and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world, for example:
•Enjoying a depth of study during Themed Weeks, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues)

Sadly, no school can guarantee that there will never be instances which are contrary to this value. At Glenmere Primary, such instances are extremely rare and are treated very seriously.


Something which is clearly not part of any British or European value is extremism. It is important to remember that whilst the threat from so-called Islamic State has been a focus in the Counter Terrorism and Security Act, the Prevent Duty is clear that extremism of all kinds should be tackled too. In England, far right groups such as Britain First and the English Defence League need to be tackled, too. Extremism is not a new topic in education, but schools have a relatively new statutory duty to pay “due regard to the need to prevent people from being drawn into terrorism”.

Read the government’s Prevent duty guidance and its guidance for schools.

The Importance of British Values at Glenmere

British Values Vocabulary 


PSHE Endpoints

Human rights – equality act – protective characteristics

  • To know how to be healthy and the importance of being healthy
  • To understand the importance of being mentally healthy
  • To have a positive self-image
  • To understand healthy eating, how to achieve this and why it is important
  • Have a good understanding of their body and the changes that the body will go through and be confident to talk about the changes
  • To understand how to stay safe as they move to high school
  • To understand how to say ‘No’ to pressure
  • To understand their emotions and know how to support themselves and other with their emotions
  • To understand and recognise what is a healthy relationship in their life
  • To have the skills to manage relationships, conflicts and be able to deal with them in the right way
  • To have the mathematical skills needed to start understanding their finances
  • To be able to follow rules/laws
  • To except people from different backgrounds, etc

PSHE Statement of Intent

PSHE Statement of Intent The aim of our PSHE curriculum is to deliver meaningful learning experiences, which are accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Our PSHE curriculum is ambitious and reflective of local themes/people/events. We develop children’s understanding of PSHE and provide them with a foundation of life skills across all contexts (home/school/community) and time spans (primary/secondary/later life).

PSHE education is an embedded part of our broad and balanced curriculum. Pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos and permeates through many areas of the curriculum. The Fundamental British Values are promoted through the overarching aims and objectives of PSHE by supporting our children to become healthy and responsible members of society, as well as preparing them for life beyond school in modern Britain


Although PSHE is taught weekly through stand-alone lessons following the Kapow Primary scheme, it is woven through the whole school curriculum and ethos. In addition, it influences extra-curricular activities, focus days, visitors and trips. Central to our PSHE curriculum is pupil (and staff) wellbeing. As a community, we value creating strong attachments with our pupils; creating a safe and secure environment for learning is paramount. Activities that support wellbeing and mindfulness are featured heavily through our Kapow schemes of work and extra-curricular clubs.

Our school is dedicated to delivering teaching that is stimulating and appropriate to every child’s needs, ensuring the inclusion of all pupils. All children need to feel valued and should be given the opportunities to succeed to the best of their abilities. PSHE, therefore, is delivered throughout the curriculum both as stand-alone planned lessons which help pupils to recall knowledge, building their long-term memory, and within the whole school ethos, which continually promotes its central importance to a well-balanced, child-centred curriculum.

The curriculum is taught through the Kapow Primary PSHE Curriculum in which the PSHE Skills and Knowledge Progression Grid is also used which splits learning into five key concepts:

· Families and relationships

· Health and wellbeing

· Safety and the changing body

· Citizenship

· Economic wellbeing

We train and support teachers to deliver PSHE through the Kapow Primary programme which offers teacher CPD videos and planning materials to support staff in their confidence of subject knowledge and coverage of the PSHE curriculum. Knowledge organisers, planned lessons and quality resources help to support staff confidence in teaching and learning and workload.

All staff use the agreed key knowledge and skills outline for RSE & PSHE in the Kapow Primary Knowledge Organisers. Sufficient time is given to retrieving previous subject and personal knowledge, along with reflecting on the new learning at the end of units. Teachers assess pupils’ progress in RSE & PSHE using the Kapow Primary Assessment Resources to help identify gaps in provision or understanding.

We are involved in the Healthy Schools Initiative, and we are committed to giving our children the best information we can with regard to healthy lifestyles, so that they are able to make informed choices for themselves.

Our children are encouraged to develop their thinking skills through questioning and debating issues that might arise in their own lives and those of others. Children that are given the opportunity to share their ideas and opinions within the safe environment of the classroom are children who will ultimately grow in confidence, enabling them to make better decisions for themselves both inside and outside of school.

There is a School Council with elected and representative members from classes in KS1 and KS2. The Council meet regularly to discuss the views of pupils, to make decisions and draw up action plans which contribute to school improvement.


PSHE education enables our children to become healthy, independent and responsible members of a society. Additionally, it aims to help them to understand how they develop personally and socially, and tackle many of the moral, social and cultural issues that are part of growing up. We believe passionately in providing our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society in an ever-changing world.

Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Resilience plays a pivotal role in the development of our children’s lives and we nurture this by adopting a growth mindset at all times. The children at our school see mistakes as learning opportunities and we embrace these as much as achievements.

Progress and attainment data over time suggests that pupils are developing strong skills and understanding in PSHE. A PSHE subject improvement plan and regular monitoring maintains this positive trajectory.

PSHE Progression of Vocabulary

Click here for the PSHE Skills Progression Grid from EYFS to Year 6

Relationships and Sex Education


RSE Endpoints

  • Know what’s acceptable/not in different contexts
  • Understand different language and contexts
  • To develop tolerance and mutual respect
  • To join a multicultural and multi-belief society
  • To keep themselves and others safe
  • To know who/where they can go to for help
  • To understand body changes – physical, emotional, mental
  • Recognise that everybody has mental health
  • Form and sustain appropriate relationships
  • Know language of body parts
  • Appreciate and celebrate differences in different contexts
  • Protected characteristics and importance of the equality act
  • UN declaration of human rights

The RSE curriculum in Primary schools is split into two main sections by the DfE:

Relationships education and Health education.

Relationships education: By the end of primary school, pupils will have been taught content on: Families and people who care for me; caring friendships; respectful relationships; online relationships; and being safe.

Health education: By the end of primary school, pupils will have been taught content on: mental wellbeing; Internet safety and harms; physical health and fitness; healthy eating; facts and risks associated with drugs, alcohol and tobacco; health and prevention; basic first aid; and the changing adolescent body.

Below you will find a RSE parents leaflet

RSE Leaflet for Parents

Computing and ICT

Computing Endpoints

  • Use technology to communicate using a variety of media
  • Understand how to use algorithms to solve problems
  • Be able to use the Internet to bank, shop, research (safely)
  • Understand different networks and how they communicate
  • Know where to find information
  • Type proficiently
  • Multitask navigation
  • Be safe online


  • Lead meetings via Google, Teams, Skype etc
  • Take part in meetings
  • Share information in: presentations, emails, face time (professionally and personally)
  • Create spreadsheets for accounts: housekeeping, budgets
  • Document storage e.g. photos, music, apps & select quickly
  • Access all technology – TVs, phones, subscription TV, hive devices (smart technology)

Computing Statement of Intent

To develop children's experience and understanding of ICT, preparing them for jobs and careers of the future.


The teachers at Glenmere understand the immense value technology plays in supporting the Computing and whole school curriculum, day-to-day life of our school and also the increasing role it plays in our pupils’ lives as they grow older. We believe that technology can provide: enhanced collaborative learning opportunities; better engagement of pupils; easier access to rich content; support conceptual understanding of new concepts and can support the needs of all our pupils.

Our aim is to prepare our learners for their future by giving them opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. We want all our pupils to be competent in the key areas of computing and ICT and able to apply their knowledge and understanding safely in real-life and ever changing situations. Knowledge and understanding of ICT is of increasing importance for our children’s future both at home and for employment.

Our curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. In computer science we teach the principles of information and computation, how digital systems work and how to put this knowledge to use through programming information. In addition, we aim to ensure our children are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that our pupils become digitally literate – able to explore, 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. 

We understand and communicate the importance of internet safety to our pupils. We have an E-Safety Policy that provides guidance for teachers and children about how to use the internet safely. Every year group participates in lessons on e-safety, designed to help children understand how to stay safe when using technology. Each month an E-Safety newsletter is sent out to families to support them with keeping safe in a digital world.


Computing at Glenemre is taught in a number of ways.

In the Early Years the approach is through cross-curricular learning with an emphasis on hands on experiences and is assessed through the Understanding the World, Early Learning Goal. Teaching is through context-based and role play experiences using many resources such as I-Pads, Chromebooks and programmable toys.

From Year One upwards, we use Teach Computing as a cohesive scheme of work addressing the statutory aspects of the National Curriculum. As a school, we believe in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. 

Whilst our discrete Computing lessons using Teach Computing as a foundation for teaching, we also enjoy the flexibility of using Computing to enhance lessons in all our curriculum subjects and further engage the pupils in leading their own learning. They are able to use technology imaginatively and creatively whilst also becoming efficient learners and critical thinkers. Cross-curricular teaching helps enthuse and equip children with the capability to use technology throughout their lives. We believe that this transference of skills can aid in teaching pupils the strategies and knowledge necessary to enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.

All Computing lessons begin with the children acknowledging the on-line safety rules which are adhered to across the school community.

Below is the curriculum journey our computing will follow from Year 1 through to Year 6.  The framework uses an innovative progression to allow to children to build on their prior learning year on year. Each year group will have a unit of work linked to each of the following areas:

  • Computing systems and networks
  • Data and information
  • Creating media
  • Programming (A and B).

Our pupils have access to a variety of digital devices which are used to support teaching across the curriculum. We have interactive screens in every classroom, a set of iPads, 2 full sets of 30 Chromebooks, data loggers, digital cameras, programmable toys, and other devices to help children apply their skills.

Children have a weekly computing slot using the Chromebooks and there are also morning slots available for other areas of the curriculum where they can practise the skills they have been taught.


The impact of our teaching in Computing is evidenced through teacher assessment, an end of unit piece of work and lesson observations. Children will be able to use our mapped out, progressive computing vocabulary confidently and by Year 5 and 6 will be able to independently choose to present their work in Computing and other curriculum areas in different ways using technology. Our pupils learn about the key aspects of computing (digital literacy, information technology, and computer science) through a variety of units that provide them with key skills that will serve them now and in later life. From research methods, use of presentations and revisiting strands repeatedly through a range of themes during pupils’ time in primary school will ensure the learning is embedded and skills are successfully developed.

By the end of the curriculum, the...

  • Children develop essential skills including folder structures, formatting, Email, printing and the use of cloud computing.
  • Children will be better able to work across all subjects through skills learned in computing for example, Internet searching skills.
  • Children will develop understanding that will make better and safer use of Smartphones, tablets and technology in general.
  • Children will understand the basics of computers and how they work.
  • Children able to extend their vocabulary using computing related terminology.
  • Children will have an improved knowledge of career options that relate to computing ICT.
  • Children will learn how computing and ICT can be useful in any career option.

 Children will be safe users of technology and use it in a positive and socially responsible way.

Computing and ICT Skills and Knowledge Progression 

Computing Vocabulary Progression 

Teach Computing Links to The National Curriculum 

Primary National Curriculum - Computing 

Art and Design

Art and Design Endpoints

  • Used and experienced all mediums (paint, pencils, natural, clay, photographic)
  • Exposed to a variety of artists - modern, contemporary, masters
  • Subjective appreciation of design
  • Understanding of careers – where art sits in the world
  • Understanding of traditional art: web design, photographs, film making and architects


  • Be confident to talk about and have knowledge of art (Cultural Capital)
  • A sense of culture – galleries, studios, exhibitions – this broadens their horizons
  • Experiencing different art from around the world
  • Be prepared to use learned skills confidently (artists, sculptures, digital media, technical drawing, digital media)

Art / Design Statement of Intent

To develop skills and techniques, including digital media, to produce individual and group pieces of work that reflects and contributes to culture and creativity.


At Glenmere the teaching and implementation of Art and Design is based on the National Curriculum we take a well-structured approach following a scheme of work by Kapow and make links to topics where possible for this creative subject.

The children are taught every other half term alternating with Design and Technology.  Areas covered include painting, sketching, sculpture, clay work, Modroc, pointillism, pop art and a variety of artists. More details can be found on the long term plans.

Early Years Foundation Stage

Children have opportunities to explore and use a variety of materials and media through a combination of adult directed activities and child led ones.

They are able to explore movement, different textures and generally the look and feel of different media and materials. They are then given opportunities to respond to these and begin to develop their understanding and manipulate and create different effects. This then gives them the chance to express their own ideas using different materials and media and explore colour for different purposes. Giving them the opportunities to use simple tools allows them to develop their skills and build in confidence trying out different techniques. Encouraging them to make changes if needed is beginning to give them an understanding of evaluations and how to improve their own work.

Key stage 1

Children are given opportunities to continue to build on the skills already introduced to them. They still use a variety of materials to be creative and design a variety of products. They use painting, drawing and sculpture to develop and share ideas of their own using their imagination and experience different sessions to build on their imagination. In addition to this they are encouraged to develop a wide range of art and design techniques incorporating pattern, colour, line, shape, texture, form and space. Sketch books are introduced to the children to develop and be creative these move through the different years with them. Looking at a variety of artists and designers allows the children to make links with their own work and allows them to discuss similarities and differences between different artists and the work they create.

Key stage 2

Children are taught to build upon the skills already given to them so far. They are shown how to develop different techniques, including control and use of materials and given the chance to experiment and increase their knowledge of different kinds of art and design. Sketch books allow them to make observations, record these and revisit ideas if needed. They are still given opportunities to build on their art and design techniques including using a variety of media eg charcoal, pastels, pencils, clay etc. The children are still given opportunities to look at artists work and discuss techniques and what the artist are trying to convey.


Children are given many opportunities to be creative and express themselves through art and design activities. Assessments are completed at the end of each unit, assessing the skills and knowledge applied by each pupil within the classroom, which then in turn gives teachers information to inform future lessons and planning. Work is recorded within sketchbooks to show the process and steps achieved throughout the whole unit.

Art and Design Skills Progression

Art Vocabulary Progression

Design and Technology

Design and Technology Endpoints

  • Experienced different techniques
  • Know many different architects and their work and appreciate it
  • Evaluate and critique
  • Problem solving – maths, resilience, teamwork, science, ICT


  • Career opportunities – e.g. construction, architecture, furniture makers, landscape gardeners, toy makers
  • Transferrable skills – to use in everyday life (flat packs, toy assembly), including problem solving
  • Knowledge of procedures – packaging/design/advertising (steps needed)

Design Technology Statement of Intent

To provide children with experiences which encourage them to design, investigate and create, whilst looking at the world around them.


At Glenmere we provide the children with a clear and comprehensive scheme of work linked to the National Curriculum. Each year group builds upon the skills taught previously and additional skills are taught to allow the children to build in confidence when working on different projects.  Design and Technology is taught half termly alternating with art.

The delivery of our curriculum has a clear structure using Kapow. The curriculum is divided into three key areas of learning within each year group: construction, textiles and food technology. Every unit has clear intentions and learning objectives. Teachers make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

Delivery of these lessons follow clear intentions of the design process where each project follows: research, design, make and evaluate.

Health and safety is also an area in which we ensure children are aware of especially when using different tools to create their projects.

Independent learning is encouraged in design technology. Children may well be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology. Where links can be made to other topics, they will be. At times, collaborative learning is encouraged in design technology. Children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal. They are also encouraged and given opportunities to evaluate and make changes to their work to improve their final piece.

Children will be given opportunities to build in confidence and have fun in design and technology projects. They will have a better understanding of what goes into a project and develop their independent use of tools and build on their knowledge throughout their time at Glenmere. As designer’s children will develop skills and attributes they can use beyond school and into adulthood.


At Glenmere, ongoing formal assessments are carried out regularly alongside questioning and pupil voice. Assessments are completed at the end of each unit, assessing the skills and knowledge applied by each pupil within the classroom. Projects are recorded within sketchbooks to show the process and steps achieved throughout the whole unit.

Design and Technology Skills Progression

Design and Technology Vocabulary Progression


Geography Endpoints

  • Secure and knowledge understanding of the world
  • Have a knowledge of where places are in the world
  • Know similarities and differences of areas
  • Know what places are like and how they differ and why
  • Be able to compare and contrast areas based on human and physical features
  • Know how to carry out surveys and how to interpret what this tells us
  • Be able to use maps and atlases to be able to navigate
  • Have experience of real and relevant case studies
  • Have deeper understanding of physical geography
  • Know continents, countries, cities, significant capitals


  • Be able to navigate places through SATNAVS
  • Understanding of places to inform travel choices

Geography Statement of Intent

To develop children’s experiences and understanding of Geography, inspiring and igniting their curiosity about the wider world.


History and Geography are taught alternating with each other during the year with six units being taught in Key Stage 1, four units in KS2. This is to enable appropriate level of coverage for the pupils within the year groups.

In the Foundation Stage, children will begin to make sense of the physical world around them, closely linked to their local community and own experiences. They will develop their understanding through questioning and will explore, observe and find out about people and places.

To aid the teaching and learning of geography and to ensure that knowledge and understanding is at the centre of the teaching, we have the following: knowledge organisers, road maps and linking learning grids. In Geography enquiry forms the basis of learning, building on knowledge and skills from previous learning, making connections across themes, studying local, national and global geography. Knowledge is taught progressively from year group to year group, developing understanding of:

  • Location
  • Human and Physical Geography
  • Geographical Vocabulary

Our English and geography curriculum also work alongside each other, using books and genres which link to the given topic.

In order to help pupils to remember, we use ‘knowledge recall grids’ at the start of our geography lessons, focusing on previous learning. There is also geography-based assemblies which recap and teach concepts covered within the curriculum with mini quizzes at the start of every assembly.

Visitors and visits form an integral part of the curriculum, ensuring these are developing children’s knowledge and used to embed what has already been taught.


Progress is monitored by using use of observations, learning walks, marking and feedback and the use of questioning of pupils. Pupil voice is essential in gaining and insight into pupils' understanding, thus, measuring the impact of the geography curriculum and coverage. At the end of every term, a double-page spread will be created, demonstrating the knowledge and understanding gained during the history unit, which will then work in line with the end of unit assessment grid. From this, every term, the class teacher will complete a record of which pupils are working towards the expected standard, at the expected standard or working above.

Geography Skills Progression

Geography Vocabulary Progression

Whole School Geography Overview


History Endpoints

  • To have a secure understanding of second order concepts
  • Be able to explain different causes e.g. reasons for change, find similarities and differences, significance with history
  • Be able to interpret a range of sources and evidence, making historical interpretations
  • Be able to discuss reliability of sources
  • Have secure knowledge of vocabulary threads and apply these to a range off concepts
  • Have secure knowledge of chronology – be able to place events in and around areas covered
  • Understanding of British history and how civilisations have changed Britain


  • Allows a sense of where we are now
  • Develops ability to question and think deeper
  • Making links with now and past

Statement of Intent

We aim to develop children’s knowledge and understanding of Britain's past and of the wider world, inspiring and igniting their curiosity to know more about periods of the past. The teaching and learning takes an enquiry based approach which weaves second order concepts through the years. 


History and Geography are taught alternating with each other during the year with six units being taught in Key Stage 1, five units in Years 3 and four units in 4, 5 and 6. This is to enable appropriate level of coverage for the pupils within the year groups.

Starting in Foundation Stage, pupils begin by developing their 'understanding of the world' within their own lives through use of conversations, questioning and experiences.

To aid the teaching and learning of history and to ensure that knowledge and understanding is at the centre of the teaching, we have the following: knowledge organisers, which are also sent home with pupils for it to be shared and used as part of our homework, road maps and medium term plans. Across Key Stage One and Two, enquiry forms the basis of their learning, asking and answering 'Big Questions', building on knowledge and skills from previous learning, making those connections across history both local and on a wider scale. The Big Question is then broken down into smaller ‘Questions for Learning’ which form the basis of each lesson.

Knowledge is taught progressively through the use of the skills progression grid for history from year group to year group developing understanding of:

  • Understanding British History
  • Historical Enquiry
  • Chronological Understanding
  • Early Civilisations

The teaching of history ensures progressions and coverage of abstract concepts of substantive knowledge including:

  • War
  • Monarchy
  • Empire
  • Settlements
  • Empire
  • Government
  • Trade
  • Society (civilisations)

These are covered through the use of linking learning grids and explicitly taught in lessons

The teaching of skills and knowledge is covered through the second order concepts:

  • Chronological understanding
  • Cause and consequence
  • Change and continuity
  • Similar and difference
  • Historical significance

In Key Stage 1, the curriculum is structured around the four key elements of the National Curriculum: Within Living Memory, Beyond Living Memory, Lives of Significant People and Local History.  In Key Stage 2, Year 3 begins by focusing on a local area study then working chronologically from the Egyptians through to Crime and Punishment beyond 1066 in Year 5. Year 6 then study in more depth World War II and ancient civilisation of Mayan

Our English and history curriculum also work alongside each other, using books and genres which link to the given topic.

In order to help pupils to remember, we use ‘knowledge recall grids’ at the start of our history lessons, focusing on previous learning. There is also history based assemblies which recap and teach concepts covered within the curriculum with mini quizzes at the start of every assembly.

Visitors and visits form an integral part of the curriculum, ensuring these are developing children’s knowledge and used to embed what has already been taught.


Progress is monitored by using use of observations, learning walks, marking and feedback and the use of questioning of pupils. Pupil voice is essential in gaining and insight into pupils' understanding, thus, measuring the impact of the history curriculum and coverage. At the end of every lesson, an assessment tracker will be completed noting down children working towards and children working at greater depth, linked to that question for learning. At the end of every term, a double-page spread will be created, demonstrating the knowledge and understanding gained during the history unit, which will then work in line with the end of unit assessment grid. From this, every term, the class teacher will complete a record of which pupils are working towards the expected standard, at the expected standard or working above.

History Curriculum including history skills progression and progression of vocabulary from EYFS to Year 6


Music Endpoints

End of KS2 and beginning of High School

  • Be able to use musical vocabulary confidently and accurately
  • Recognise musical notation and interpret notation and symbols into beat counts
  • Play a musical instrument
  • To be able to practice and perform small ensembles/individual performances
  • Understand various music genres and composers
  • To compose pieces of music using previous and new knowledge
  • To identify structures of songs and how compositions are made
  • To classify instruments into orchestral groups
  • To listen and appraise different music genres and make links to other subjects – develop an appreciation of music in general
  • Recognise when and how music is used and why e.g. in films, adverts, ambience
  • Relate music to feeling


  • Appreciation of music genres and composers
  • Be able to talk knowledgeably in a social setting about music and contribute
  • To learn an instrument to keep a person company through life e.g. Learning to play the guitar – to help relieve stress – relaxation
  • To develop their own style and choice of music to both listen to and sing/play
  • The ability to apply skills to learn other instruments

Music Statement of Intent

To develop children's experience and understanding of Music through composition, participation, performance, singing and appreciation of music.


Our musicians are taught through the scheme of music called Charanga, which encourages every child to explore their musicality and desire to take part in musical activities. It is taught through a series of lessons, within a unit of work, and gives the children the opportunity to 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. The children are able learn to sing and to use their voices in lessons and when in assemblies and have the opportunity to sing in the choir group. The scheme allows children to be able to create and compose music on their own and with others within music lessons and through external music services. They have the opportunity to learn a musical instrument through units within the scheme and through outside agencies.

Using Charanga, children can use technology appropriately to inspire and assist their musical skills through technology, as that is the way the world is working…every musician needs to be able to compose, record and mix their pieces to make them the best they can be, and through using this media, it also provides them with the opportunity to progress to the next level of musical excellence. We have members of staff who are keen musicians, but every teacher uses the Charanga scheme to teach their pupils to understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Music is cross-curricular, so expect to hear it in art, literacy, PE, history and many more subjects.


Music is a more practical subject, so the impact can be seen visually in lessons, on our Twitter page and details of lessons and children’s work are recorded weekly in a whole class music book. The Charanga scheme uses an assessment tool for teachers to be able to assess the pupils, but staff are asked to also record their pupil’s progress using Target Tracker at the end of each term. Pupil voice plays a big role when assessing their progress and the impact of the scheme of work and teachers are also asked for feedback, to ensure that the units are relevant and inspiring.

Music Skills Progression

Music Vocabulary Progression

Personal Development

Personal Development at Glenmere

At Glenmere our personal development is built upon the foundations of our school ethos; At Glenmere we are GREAT because we grow, respect, enjoy, achieve, together. 

This underpins the culture of our school and every pupil's daily school life. We actively promote and develop pupil's understanding and appreciation for British Values: Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance. 

Our personal development curriculum goes beyond the National Curriculum. It offers pupils unique learning experiences which provide them with enriched cultural capital by offering a varied and diverse set of experiences. through this we help to prepare them for modern life in Britain.

Please take time to look at our personal development curriculum 

Cultural capital and enrichment at Glenmere






PE Endpoints

  • Good hand eye coordination that can be applied to any sport
  • Understanding spatial awareness and apply this to any sport
  • To have developed good core skills
  • To have experienced a wide range of sport
  • To have developed good stamina
  • To want to participate in exercise/sport at different levels
  • To understand basic attacking and defending skills in all sports
  • To understand what happens to their body during exercise and the importance of being active
  • To develop good teamwork/sportsmanship
  • To have been inspired by seeing sports people and wanting to watch sports, find out about sports or play sports
  • To have basic swimming technique - enough to save their life
  • To understand the hard work that goes into being an athlete and for the children to have the resilience to do this if they wish
  • To give them links to clubs that they can pursue out of school

PE Statement of Intent

To develop children’s experiences and enable them to achieve personal successes, the appropriate skills and confidence to partake in all sports.


Glenmere Primary School believes that Physical Education, experienced in a safe and supportive environment is essential to ensure children attain optimum and emotional development and good health.

PE at Glenmere Primary School provides challenging and enjoyable learning through a range of sporting activities including; invasion games, net & wall games, strike and field games, gymnastics, dance, swimming and outdoor & adventure.

The long term plan sets out the PE units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met.

Pupils participate in high quality PE lessons each week and receive at least two hours of active learning. We have professional coaches for gymnastics, basketball, athletics, running and tennis. Different year groups have sessions with these coaches throughout the year ensuring the children receive expert coaching to enable them to build on the fundamental skills needed for that particular sport.

In addition to that children are encouraged to participate in an extremely varied range of extra-curricular activities. Lunchtime and after school sports clubs are available throughout the week some of these are aimed at squad training preparing the teams and children for competitive sports opportunities.

Both Year 5 and Year 6 have a swimming lesson weekly throughout the year with the aim of all these children swimming at least 25 metres by the time they leave at Year 6.

Each year a small group of Year 6 children are invited to become Sports Leaders for the school. They develop into sporting role models for the younger children, assisting with lunch-time clubs, our annual Sports days and any other Sporting activities.

As well as PE lessons we have an active English lesson and an active Maths lesson once a week. These are fully inclusive to all children and promote fun, enjoyment and a love for being active whilst learning at the same time.

Children are invited to attend competitive sporting events within the local area. This is an inclusive approach which endeavours to encourage not only physical development but also mental well-being. These events also develop teamwork and leadership skills and are very much enjoyed by the children.

At Glenmere we help motivate children to participate in a variety of sports through high quality teaching that incorporates fun and enjoyment at the same time as being engaging. We hope that from our lessons, our children can take responsibility for their own health and fitness and have the confidence to enjoy the success of competitive sports. We try hard to equip our children with the necessary skills as well as promote a real love for sport. This will then hopefully enable them to grow up not only happy but healthy and utilise all the skills and knowledge acquired through PE.


Progress is monitored through use of informal assessments, including observations and questioning.  More formal assessments are made termly tracking pupils working at, towards or greater depth which is reported to parents at the end of the year. Pupil voice also plays a critical role in measuring the impact of PE at Glenmere.

Progress and achievement in swimming is tracked and assessed at the end of both Year 5 and again at Year 6, recording percentages of pupils swimming the required distance (usually from 90 to 100%). Impact is also measured through achievements within competitions across the county, reaching finals in multiple sports and achieving county winners in basketball and hockey.

PE Skills Progression


RE Endpoints

  • Knowledge of all main religion
  • Respect for all religions
  • Empathetic


  • Confident within a diverse society
  • Acknowledge and celebrate all faiths
  • Take their place in the wider world e.g. travel, experiences, where they live

RE Statement of Intent

Our aim is to provide opportunities to explore their own beliefs, values and traditions and those of others, developing their knowledge of world faiths.

Through RE at Glenmere we aim to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions. Through quality teaching and learning, we develop a more rigorous understanding of the numerous religious traditions, influences, beliefs and practices that are followed in our local, national and wider global community. We encourage pupils at Glenmere to engage in self-discovery where they explore their own beliefs and can safely and confidently express and articulate them. We want them to know how religious education promotes discernment and enables pupils to combat prejudice, preparing them for adult life, employment and lifelong learning


Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We ensure that we fully meet the requirements and is informed by the new Leicestershire Agreed Syllabus. By using this syllabus and RE Today’s scheme of work, we are ensuring children are given the opportunity to become religiously literate. It is through using this scheme that we are providing children with a holistic and balanced RE curriculum. Children will explore the different concepts in a range of inspiring activities as they move through the school, starting in Reception and developing a great depth of understanding by the time they reach Year 6.


What will this look like?

By the time children leave our school they will:

• Articulate, question and have opinions on the meaning of life, beliefs (of others and themselves), nature of reality and morality.

• Have a secure understanding and knowledge of the religions studied and be confident to answer ultimate questions.

• Have the ability to ask significant and reflective questions about religion and demonstrate a good understanding of issues relating to the nature, truth and value of religion.

• Have a sense of self, identity and belonging to flourish within the community and be RE

RE Curriculum at Glenmere


Modern Foreign Languages

Spanish Endpoints

  • Job opportunities
  • Travel opportunities
  • British values, respect, tolerance
  • Skills to learn other languages
  • Builds confidence
  • Builds friendships
  • All children on same standpoint
  • Four main skills – listening, speaking, reading, writing (all of which are transferable to other subjects – including English)
  • Builds conversations
  • Builds curiosity
  • Home appreciation of other cultures (R.E. – History and Geography/PHSE)
  • British language -------- Latin origin, Portuguese, Italian etc

Modern Foreign Languages Statement of Intent

To develop the teaching and learning of Spanish across the school, preparing children for future opportunities in Spanish-speaking countries.   


Our linguists focus on the Spanish language. We are very fortunate to have a member of staff who speaks fluent Spanish, so she will be coordinating the curriculum area with enthusiasm and expertise. Glenmere has chosen to focus on Spanish due to this being a popular and predominant language throughout the world and in the secondary schools we feed into. The bullet points below outline the National Curriculum objectives pupils will be taught, through an exciting and interactive way.

Pupils should be taught to:

· listen attentively to spoken language and show understanding by joining in and responding

· explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

· engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

· speak in sentences, using familiar vocabulary, phrases and basic language structures

· develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

· present ideas and information orally to a range of audiences*

· read carefully and show understanding of words, phrases and simple writing

· appreciate stories, songs, poems and rhymes in the language

· broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

· write phrases from memory, and adapt these to create new sentences, to express ideas clearly

· describe people, places, things and actions orally* and in writing Languages – key stage 2 3

· understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.


Modern Foreign Languages will be assessed every term using Target Tracker. Pupil voice is very important, as children will be able to discuss their experiences when learning Spanish and express their opinions of their learning opportunities in this curriculum area.

Progression of Skills including vocabulary