School Logo

Huntingtree Primary School

Every child known, happy and learning.

Get in touch

Knowledge and skills

Unit organisers

Knowledge and skills, that have been pre-agreed, exemplified and organised into units, form the starting point for teaching at Huntingtree.


For example, the National Curriculum for geography states that “pupils should develop knowledge about the world, the United Kingdom and their locality.”  The unit organiser for geography in year 1, autumn term, specifies that children should learn (among other things) that in the West Midlands county, our school is in the town of Halesowen; the area that the town of Halesowen is in is known as the Black Country; and that three cities in our county are Birmingham, Wolverhampton and Coventry.


Explicit links are made between units, so that children and teachers understand how new content builds on what has been learned before - and how this learning, in turn, will be built on in the future.


We have unit organisers for all subjects, for all topics. In this way, teaching and learning expectations are clear. You can see the full range of our unit organisers here, in our subject guidance section. Here, all curriculum guidance/information is organised by subject.

Skills progressions

A clear progression of key skills in each subject carefully supports children's development into becoming great mathematicians, scientists and artists (etc.). These are broken down into year group expectations, in order to better understand what age-related standards look like.


For example, in history, the first skill, chronology, children make progress in applying chronological understanding…

  • In year 1, by sequencing 3-5 objects, pictures or photos on a simple CE timeline
  • In year 5, by sequencing historical periods, or events within the time period studied, on timelines with marked increments


Pitch and expectations

We have exemplified each set of year group skills expectations into a ‘pitch and expectations’ document. This gives even greater clarity as to what a teacher should look for to judge children’s progress; it can be challenging to assess what age-related standards look like. For example, in religious education, when demonstrating their skills in evaluating: learning from religion, we are clear that children in year 4 should be able to give one way in which the Five Pillars of Islam or the Ten Commandments teach us about right or wrong. 


This document, along with the unit organisers, forms the basis for assessment. You can find out more about our approach to assessment of attainment and assessment for diagnostics here.

Sharing our work

You can see each of our curriculum documents, in PDF form, in the subject guidance section. We are happy to share our work in this way. We hope you might find it useful.