The Curriculum at AGPS

At Acocks Green Primary School we have designed a knowledge-rich curriculum which is broad and inclusive.

Our ambitious curriculum equips the children with a range of skills, knowledge and understanding of the world around them. Work is planned and sequenced so that the children's knowledge and skills are developed and revisited over time. All children revisit prior knowledge throughout their time at school and build on this to deepen their understanding and thinking, as well as develop a practical application of their learning. 

What are our curriculum drivers? What are the factors that make us devise the curriculum as we do? At AGPS, it rests on 4 strands:

Our curriculum is constantly reviewed and refined to ensure the following: it provides children with a thirst for learning which they can develop for the rest of their lives. It provides exciting and challenging opportunities for all learners before, during and after school, and very importantly, our curriculum knits our our school community together and fosters an aspiration to achieve and flourish.

We run a 2 week timetable so that all subjects are covered, and this enables teachers to dedicate sufficient time to deepen thinking activities which are worthwhile and interesting, as opposed to snippets of lessons.

All staff have assisted in the writing and adaptation of medium term plans so that there is a common, shared understanding, and we always aim to make our AGPS curriculum relevant to the needs of the children and the community we serve. We are more determined than ever that our curriculum must be robust and fit for life in modern Britain.

Well-being sits at the heart of our curriculum - we believe that happy children will thrive and our Well-being Hub, which is strategically in the centre of our school site, is a message to all our parents and children that we acknowledge the pressures of modern life and its impact on learning.

To ensure that there is coverage of the National curriculum, subject leads have crossed referenced links in the curriculum maps.  Wherever possible, subjects link to the thematic approach.  However, there are some subjects (like maths and RE) and aspects of science that are considered standalone because they don't have such strong links as others do.  This isn't to say they do not have links but we want to acknowledge that curriculum design is a complex and ongoing process where we endeavour to balance strong links with coverage of all the knowledge and skills that children require whilst on their journey with us.