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Milton Road Primary School

Where Learning is An Adventure


Subject Leadership & Deep Dives

Currciulum Intention

You can find out more information about our currciulum design and pedagogy by visiting our Currciulum Design page 

Curriculum Implementation 


The National Curriculum, Programmes of Study and the Milton Road Currciulum

There are thirteen curriculum subject areas that are taught as part of the statutary national curriculum offer to children in our school. This compliments other aspects of our curriculum such as educational visits, assemblies, special events which contribute to a holistic and enjoyable learning adventure. 


The school ensures it meet the statutary requirements of the National Curriculum which sets out the skills, knowledge, understanding and expected levels of achievement to be acquired in each subject at Key Stage 1 (Years 1–2) and Key Stage 2 (Years 3–6). The core subjects are: English (reading and writing), Maths, and Science.

Beneath the summary statements relating to the different curriculum areas, presented below, are links to the school curriculum for each of our Year groups. The information shows how we organise and deliver the curriculum across the school, as well as providing some of the pedagogy and research behind these arrangements. These documents are revised as the year progresses and the curriculum developed and adapted.  

You can also find links to the revised National Curriculum and the Early Years Foundation Stage Curriculum which form the basis of our planning. 


Subject Leaders

Reading including phonics

​Reading allows children to both acquire knowledge and to build on that they already know. As children develop their skills they are able to read both for pleasure and for information. Children are supported in developing their reading skills through the explicit teaching of phonics.


Daily phonics sessions are conducted in Key Stage 1 and Reception. We use Michelle Larby's fabulous Story Time Phonics Programme to ensure phonics teaching is fun, well-structured and memorable. Children in Y1 take part in the Phonics Screening Check, during the summer term. Children who require further support will undertake the screening check, again, in Y2.


Children are supported in developing their reading skills through the use of a range of phonics-based books which are colour banded to fine tune reading at each level. Our collections include a wide range of real and memorable books, alongside schemes such a Phonics Bug, Oxford Reading Tree, Rigby Star and Rapid Reading. These books are differentiated so that they effectively support children's progression and acquisition of reading skills, covering fiction, well-loved tales, non-fiction and poetry.


We have a beautiful, well stocked library and class collections, putting reading at the heart of our school.  Reading for pleasure is promoted at every opportunity. Our children and staff show a genuine love of books and reading, with opportunities made to read and talk about texts throughout the school day and across the curriculum.



    Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

    We seek to provide a range of exciting and engaging opportunities for children to develop their writing skills. This involves writing across the curriculum, so that children become effective written communicators.


    We aim to ensure that all pupils become fluent in the fundamentals of mathematics; can reason mathematically and can solve problems by applying their mathematics to a variety of routine and non-routine problems. Mathematics  is broken down into seven strands: counting and understanding numbers; knowing and using number facts; calculating; understanding shape; measuring; handling data; using and applying mathematics.


    We believe that the acquisition of mental maths strategies, problem solving and discussion are central to learning and teaching in mathematics. Opportunities for the use and development of mathematical skills are continually explored in all subject areas and may include the outdoor environment.


    We believe that high-quality science education provides the foundations for children for understanding the world around them. Children should be taught essential aspects of the knowledge, methods, processes and uses of science.


    Through building up a body of key foundational knowledge and concepts, children should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. We seek to encourage them to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.



    Our Vision


    The aim of history teaching at Milton Road is to stimulate the children’s interest and understanding about the life of people who lived in the past. We want our children at Milton Road Primary School to understand that history is the narrative of the past. They will understand that history is not the story, it is many, many stories told by different people from different perspectives at different times.  By learning about the past, they can better understand the world they live in today and make informed decisions that will shape the future.


    It is our intention that our children will leave Milton Road Primary School being able to ask critical questions that enable them to have a better understanding of the society in which they live and that of the wider world. Importantly, through studies of different cultures and historical perspectives, Milton Road children will be more able to show respect, tolerance and empathy. The children will leave the school in year 6 having a good chronological understanding and good substantial knowledge of the areas of history they have studied, and they will be able to articulate how one time period links to and often influences another. This will move beyond the idea of history as ‘information’ and in to an understanding that history is constructed from a range of ideas, sources, evidence to form that interpretation.


    They will understand that our past is constructed from a range of sources and they will be able to determine the validity of these sources and use them to interpret the past. Furthermore, the children will have an understanding of abstract concepts and give examples of events in the past that demonstrate these (e.g. empire, democracy, nation, authority). The children at Milton Road will be equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life in the wider world.


    How we plan and teach History


    History is taught each term and is taught through an enquiry led approach. Teachers carefully plan sequences of lessons across a unit that will build on and develop the children’s substantive knowledge, understanding of historical disciplinary concepts and skills. The unit enquiry questions are challenging; incremental development of knowledge and conceptual understanding builds towards answering these each term. Each lesson, the children will be encouraged to ask themselves ‘What am I learning today that will help me answer the half term’s enquiry question?’ Each unit is underpinned by a knowledge organiser that ensures curriculum content is rich in substantive knowledge and ambitious vocabulary.  As the children visit and revisit disciplinary concepts, they will be encouraged to reflect back on where they have met these concepts in their previous learning and make links to their current learning. These concepts include:


    Chronology: how the past fits together through time: scale, interval, duration and concurrence including those groups that interacted with each other.

    Continuity and change (or similarities and differences): the changes that were made over time or things that stayed the same like housing, society or beliefs

    Cause and effect: understanding what caused events to happen and the impact they had - knowing that events might have had more than one cause and/or effect

    Significance and interpretation: understanding the significance of certain periods, people and events and why they were significant including their influence at the time or subsequently; interpretation is how we view these things and what causes us to view them that way - what evidence do we have of it? 

    Historical enquiry - trying to find an answer to a question(s) or a response to a statement that gives us a satisfactory conclusion using a range of evidence, logic and reasoning

    Source analysis: asking questions, investigating, understanding the different types of sources, their effectiveness and the ability to question them in terms of bias and reliability etc.


    We use the National Curriculum scheme of work as the basis for our planning in history, but we have adapted this to our local context. Our curriculum is mapped to enable children to develop an awareness of the past, using common words and phrases relating to the passing of time, progressing through the curriculum from local, to British and world history. In KS1, they will start by learning about chronology through events from their own past and their families past. They will then learn about people and events from their locality. As they progress through the key stage, they will demonstrate a growing confidence and accuracy when using historical vocabulary, such as ‘evidence’, ‘explorer’ and ‘artefact’. In Key Stage 2, children will continue to develop a chronologically secure knowledge and understanding of local, British and world history, establishing clear narratives within and across the periods they study, begin to identify trends over time and develop the appropriate use of historical terms such as ‘ancient’ and ‘civilisation’. The explicit mapping and rigorous teaching of vocabulary ensures that children can gain and use a historically grounded understanding of abstract terms such as ‘empire’ or ‘democracy’.


    Though their time at Milton Road, the children will develop a strong overall narrative of the taught curriculum. They will also develop an internal narrative of different lives, periods and events they have studied.  We want our children to be able to distinguish between history as the past (i.e. everything that happened in the past) and history as the many narratives of the past, the different stories different people have told at different times about the past. It is essential that that the stories are representative of the children in the school and provides and accurate representation of the past. The children will be presented with positive role models that they can relate to and see their histories and heritages presented. Our curriculum offer will inspire pupils’ curiosity to know about the past by allowing them to see their own heritages represented in what they are learning.


    To help the children be able to reflect on their learning and see what they will learn in the future, our curriculum map will literally take the form of a map, which children will be equipped with throughout their time at the school. On the map will be 50 key objects, people or places that are key to our local area’s history and identity. Children will use these as a checklist for their learning, in a manner akin to the National Trust’s 50 things to do between the ages of 4 and 11. There will be 7 objects/people or places for each year group = 49 + a bonus 50th which is a Victorian desk in the school that came from the old Milton Road School. Not only will these objects tell a narrative of the history of their local community, but they will offer opportunities to examine artefacts and develop the children’s interpretation and enquiry skills.


    Geography is largely taught through topic work and links are made with other areas of the curriculum.

    Children explore the natural world and the way humans live in it, affect it and change it. Emphasis is placed upon the development of geographical skills, such as the use of geographical language, the study of maps and plans, and investigation and observation in field study work. Children learn where geographical features are located and how to find them on maps, how and why these features change over time, how to care for the environment and how it is affected by natural and human forces.


    ​Children are given opportunities both to compose music and to perform it. We aim to develop and extend the children’s musical experiences, so they become attentive, discriminating listeners and enthusiastic music makers. Where possible, listening to, composing and performing music is closely linked to class topic work.


    A wide variety of musical activities and resources are provided, including the use of ICT music programmes, electronic keyboards and a range of percussion instruments which involve children individually, in groups, as a whole class and as a school. Pupils throughout the whole school take part in the preparation and performance of a dramatic/musical production on at least one occasion in the year.


    ​Computing is concerned with how computers and computer systems work, and how they are designed and programmed.


    We support children in gaining an understanding of computational systems of all kinds, whether or not they include computers. Children are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, children are equipped to use information technology to create programs, systems and a range of content. We believe that computational thinking provides insights into many areas of the curriculum, and influences work in a wide range of disciplines.

    Design and Technology

    At Milton Road Primary School,  children explore a range of techniques, as part of design and technology, including learning how to use tools safely and effectively. They investigate the use to which a variety of materials and products (including fabrics and food) can be put. They use this knowledge and understanding to design, make and evaluate their own products, including the preparation of a variety of cooked foods.


    A voluntary contribution of £5.00 per child is requested each term to help cover the cost of materials used during the course of the year. We particularly welcome parent helpers in this curriculum area.

    Art and Design

    Children experience and explore a variety of forms of art, craft and design, using a range of materials and processes, such as painting, collage, print making, digital media, textiles and sculpture. Alongside the acquisition of technical skills, creativity and free expression are promoted and celebrated through the use of displays around the school.
    Children are encouraged to value and develop a critical response to their own work and that of others, including modern day artists as well as those from different periods and cultures. In addition to books and prints, access to these works of art is gained by visiting museums, art galleries and internet websites.

    Physical Education

    The skills of gymnastics, games and dance are taught and progressively developed throughout the whole school. At Key Stage 2, swimming, athletics and adventurous outdoor activities are also included.

    All children are encouraged to evaluate and improve their own performance, to understand the importance of keeping fit and to take responsibility for working within the limits of safety. As well as promoting fitness, PE is important for the development of children’s self-discipline and social skills.

    Children also have the opportunity to take part in extra-curricular sports clubs, enabling them to develop skills and try out new activities. We are always pleased to hear from parents who have coaching skills and can help with training.

    Religious Education

    Religious Education is the study of the principal religions represented in the UK – primarily: Christianity, Judaism, Islam, Hinduism, Sikhism and Buddhism.


    RE explores the themes of religious people, places, writings, worship, festivals, as well as the concepts of self and community. We seek neither to impose religious beliefs on children, nor to compromise the integrity of their own beliefs. RE aims to develop in children an understanding of the influence of beliefs, values and traditions on individuals, communities and cultures. We seek to foster tolerance, empathy and sensitivity towards the beliefs and traditions of others. Any parent considering withdrawing their child from all or part of RE and assemblies should discuss this with the Headteacher.


    Children will be given the opportunity to study a modern, foreign language and develop their interest in the culture of other nations.
    The children in Foundation Stage and Key Stage 1 develop their understanding of different languages through song, rhymes and stories. Year 4 learn French through storytelling, continuing to concentrate on developing oral fluency and intercultural understanding. Years 5 and 6 learn French in preparation for their transition to secondary school. They concentrate on speaking and literacy skills, as well as developing awareness of France and other French speaking countries.