Huntingtree Primary School

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Curriculum Explanation

Finding out about the curriculum at Huntingtree


We have provided an overview of the content and organisation of our curriculum below. If you would like to find out more, please contact the school office.

Organisation of the curriculum

The curriculum at Huntingtree Primary School is organised into discrete subjects - as opposed to cross-curricular themes - and are categorised as: core subjects, topic-based subjects and 'other'.


  1. The core subjects are English and maths, and hold a priority position in the school day
  2. Topic-based subjects are humanities (alternating history and geography) science and creative (alternating art & design and design & technology). The teaching of these subjects is focused on the teaching and learning of key knowledge. See below for information about Knowledge Organisers
  3. 'Other' subjects are those that are unique in their approach and have specific guidance for their implementation (computing, religious education, Spanish, music, PSHE and life Skills)


The following table gives further detail:

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1) Core Subjects


The teaching of English and maths is based on the Huntingtree priority objectives. An explanation of these can be seen here:

For detail about the teaching of English and maths, please follow these links:

2a) Topic-based subjects - humanities and science


  • Humanities is taught alternating between history and geography, on a termly or half termly basis.
  • Science is taught in topics which change on a half-termly basis.


Humanities and science teaching has a strong emphasis on the acquisition of agreed key knowledge and on the building of strength of storage into and retrieval from long term memory.

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This focus on knowledge in these subjects is as a response to the growing body of evidence about the importance of knowledge and the building of long term memory, but also as a response to the needs of our children. A compelling argument for the focus on knowledge (rather than skills or 'authentic experience') concerns diminishing the negative effects of disadvantage.


The argument is as follows:


  1. Children with privilege generally have greater access to cultural and 'educational' experience, books and educated parents
  2. This privilege leads to a greater knowledge about the world than their disadvantaged peers
  3. This valuable, general knowledge also comes with a wider, richer vocabulary
  4. With the limitations of school's time and budget, it is unfeasible to 'plug' the gap in experience - schools can't take all children on holiday to visit the Parthenon to learn about history. Although school trips remain a valuable enrichment opportunity, trips can't realistically be the primary driver for helping children learn about the world and its culture
  5. A way to tackle this disadvantage is to deal directly with the disparity in the knowledge between the privileged and the disadvantaged
  6. By making knowledge the focus for teaching, we aim to diminish the difference created by privilege


The starting point for this approach to the teaching of knowledge is in the creation of Knowledge Organisers.  Here are two examples. Click on the images to enlarge each one:

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Click here to see the topics for each term:

2b) Topic-based subjects - creative


Fittingly, we have a more creative approach to the teaching of the 'creative' subjects


There is a weekly, double slot timetabled for creative learning (1 afternoon). Art & Design and Design & Technology are taught in topics, and alternate throughout the year. There is a planned structure to the content and outcomes for what is taught in each topic. These are given to teachers in the form of ‘Topic Parameters’. Teachers have freedom in how a creative topic is delivered.


Here is an example of the topic parameters for a Year 5 2D art and design topic:


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Here are the parameters for Autumn:
Here is an overview of the organisation of science, humanities and creative topics:
Here is an overview of the progression in 2D art:

3) 'Other' subjects - overview


The remaining subjects, PE, computing, RE, music, Spanish and PSHE and Life Skills have unique guidance, as each one has a particular 'flavour'.


Here are some useful documents that may help understand the provision in these unique subjects:



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