Wider Curriculum Intent, Implementation and Impact

Strategic intent

To develop a curriculum which:

  • Teaches a knowledge of the world and instils a love of learning in the foundation subjects.
  • Goes beyond national expectations and values every area of learning. We value creative and immersive learning opportunities that are deeply rooted in a foundation of knowledge and skills.
  • Is sequenced for progression across and within years, and in a way which necessitates transference of knowledge between curriculum areas.
  • Equips every child with the knowledge and skills they need to be successful, confident and accurate historians, geographers, artists, linguists, musicians…
  • Gives children opportunities and experiences to grow their cultural and social capital.
  • Because children at Totley Primary School care about their community within a global society, the curriculum grows their knowledge of the world and teaches them how to contribute to society.
  • Because children at Totley Primary School have enriching experiences out of school, the curriculum draws on their knowledge, and social and cultural capital, giving children chance to apply their own schema to new learning.


Content and Sequence

  • The Wider Curriculum builds on the firm foundation of all areas of the EYFS.
  • Children are taught knowledge and skills that are aligned to the challenge and ambition of the National Curriculum.
  • The Wider Curriculum Map disseminates knowledge and skills across FS2 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills. Long term planning is carefully sequenced through the Wider Curriculum Map, which ensures that skills and knowledge are progressive within and between year groups and means learning builds on prior knowledge. Knowledge and skills are grouped into themes or topics. This gives a context in which to learn. Topics allow children to learn about important events, places, people and ideas. The Curriculum Map ensures the curriculum is not narrowed: each theme incorporates several subjects (art to ensure drawing, painting, print making and 3D media are covered in every year, at least one humanities subject in each theme, music and DT). Every subject is taught in every year to the same high standard.
  • The Learning Journey model is used to sequence the learning of a given theme. Children move through defined components of learning (Inspire, Explore, Discover, Create, Present and Outcome) to answer an overall Big Question with a planned outcome. Children are given opportunities to Evaluate their learning at each stage: children are asked a planned question which links back to the enquiry question and necessitates children deliberate, debate and reach a conclusion based on the knowledge they have gained.
  • We know spaced learning helps to make learning stick. Therefore, learning is deliberately sequenced through the school year to allow children the opportunity to revisit, then build on, prior learning. A theme, for example, could have three Big Questions, which are answered across the school year.
  • Each component of a Learning Journey teaches children new knowledge and skills they will need in order to answer the Big Question and Create the composite Outcome.


Teaching and Learning, Assessment and Feedback

  • Teaches use the composite stages of learning to plan Learning Journeys which are cumulative and lead to composite outcome activities. We value the importance of sharing these outcomes with the wider community: children need to see their learning in a wider context and for an authentic purpose.
  • Enquiry questions lead each component stage (a lesson). Within lessons, the same stages of learning are used to structure the lesson sequence.
  • Vocabulary is starting to be explicitly taught to enable children to articulate their learning and grow their knowledge of the world. We are embedding strategies to teach morphology and etymology of tier 2 and tier 3 words in the Wider Curriculum.
  • Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome, and who are ready for greater stretch and challenge through planned questioning or stretch activities, which give further opportunity to practise, reinterpret or evaluate learning.
  • Summative assessments are made of children’s learning at the end of each Learning Journey. This is starting to be used to plan the starting point of the next Learning Journey in the same theme, plan Pop Activities (a retrieval practice strategy) and to establish how to revisit the covered taught knowledge and skills again in order to deepen learning. These summative assessments are also reported to parents.



  • Teachers now sequence lessons and learning journeys purposefully. There is emerging impact on learning and the outcomes children achieve. Children are starting to know more about the subjects they learn and are remembering more of their previous learning.
  • Children have pride in their work and pupil voice shows they enjoy sharing their learning with the wider community.
  • Lessons align with the curriculum framework.
  • Pupil voice indicates that children understand the sequence of the learning journey and value each component step in helping them to work towards the composite outcome.
  • Learning walks show that vocabulary and tier 2 and tier 3 vocabulary is being taught.
  • Children apply their knowledge of the foundation subjects across other curriculum areas, such as in their writing.
  • Nearly all children achieve the national expectations, and a significant proportion achieve a greater depth standard.
  • Children leave Totley Primary School as globally aware citizens, understanding how they can contribute to society and with high levels of cultural and social capital.