Our Curriculum

The curriculum is led by the Vice-Principal and a team of Leading Teachers. It is the responsibility of this curriculum team to ensure a broad and balanced curriculum that supports and challenges all pupils. Our curriculum is working document but the most recent copy of all the relevant documents can be found below.

Curriculum Aims

  • Create happy memories for all learners
  • Ensure enjoyment and fun in all we do
  • Instil a love of learning
  • Develop friendship and a sense of community
  • Promote British values
  • Develop learner’s knowledge of our area and the world
  • Broaden horizons for all learners
  • Providing experiences to develop social and cultural experiences
  • Ensure learners and staff have pride in the school, all we do and all we stand for

Our ethos translates into the following skills for learners:

Impact on self: Impact on others: Creating learners: Managing situations:
  • Self-esteem and confidence
  • Reaching potential
  • Developing a social and moral conscience
  • Being happy, safe and healthy
  • Friendship
  • Community
  • Understanding and developing relationship
  • Teamwork
  • Global awareness and responsibility
  • Appreciation for British and other cultures
  • Self-motivated and effective learners
  • Effective communicators
  • Maintaining healthy minds and bodies


  • Manage conflict
  • Manage disappointment
  • Manage time and resources
  • Manage risk and uncertainty



Children demonstrate and discuss these skills through the following values:



The Old Trafford Values hold our school community together and permeate all that we do.

Basic Skills 

Basic skills are essential and every child must acquire the basic skills determined in the school curriculum as well as the broader objectives, skills and competencies within the school curriculum. Because the basics skills are so important, our academy has a basic skills timetable that includes regular phonics, handwriting, spelling, reading, grammar and arithmetic sessions are planned, with many of these sessions occurring daily. The skills are taught across the curriculum and practised, refined and developed during basic skills sessions. A copy of the timetable can be found here.


Reading and English

Learning to read, write and communicate effectively are the most important things children will learn at primary school. Every child must become a confident and competent reader if they are to access all the opportunities our curriculum offers.

In reception class, all children will take part in daily phonics lessons based on the Letters and Sounds Framework and implemented through the LCP planning. In addition, children will work in guided reading groups and read with adults on an individual basis. Children will also take home a home-reading book, school library book and high-frequency word cards. It is our intention that by Year One every child will be ready to achieve highly in the national phonics check which will allow them to confidently access age-appropriate texts.

From reception to Year Six our English curriculum will be based on high-quality literature. As children move through school, they will have the opportunity to study great works of literature by writers who are part of our cultural literary heritage.

Teachers from nursery to Year 6 read to their classes at least once a day, sharing good quality literature during and outside the English lesson. This supports the development of reading, oracy, comprehension and enjoyment. It also gives pupils the opportunity to tackle longer and more challenging texts that they may not be able to access alone.

In addition to the basic skills curriculum and English lessons, we have implemented an individual reading system to ensure that every single child in school reads to an adult at least once-a-week. Many children will read to an adult more often than once-a-week.

In English, we teach using quality texts and follow a structured teaching approach that incorporates our learning sequence: preparing, forming and deepening. We feel that by planning our English in this way, pupils can develop culturally, emotionally, spiritually and socially, as well as learning to read confidently, easily, fluently and with good comprehension.

The books and poems used in the teaching of English can be found here.

Spelling and Writing

Our basic skills timetable sets out a daily phonics lesson for Reception and Key Stage One. During Year Two, the phonics lessons begin to focus on spelling. From Year Three to Year Six, there is daily spelling lesson that is focused on the National Curriculum statutory word lists and the non-negotiable spelling rules set out in our curriculum.

From Year Three to Year Six, there is a dedicated amount of time before each English lesson where the mechanics of grammar is explicitly taught; this is then extended into lessons where the contextual use and manipulation of grammar is discussed to support reading and comprehension. There is a weekly handwriting session in all year groups.

As detailed below, our English teaching overview includes extended pieces of writing to support the development of comprehension in the deepening stage. Our teaching of vocabulary, spelling, grammar and handwriting supports children with the mechanics of effective writing. During the writing process, we focus on five key elements which support the craftsmanship of their work to enable them to become excellent writers. These elements are:

  • Planning
  • Drafting and Writing
  • Evaluating and Editing
  • Proof-Reading
  • Reading Aloud and Sharing/Celebrating

The process of planning-writing-improving-sharing runs through every group, from Year One saying aloud the sentence they are going to write to a Year Six pupil proof-reading a complete non-fiction text. The emphasis of each stage may differ depending on the purpose for writing and the explicit teaching.

Foundation Subjects 

The aims of our whole school curriculum are outlined above. Physical Education (PE) and Religious Education (RE), following the Trafford Agreed Syllabus, are taught discretely where appropriate and integrated into topics when opportunities can be exploited.

Our curriculum is topic-based and, in order to develop a strong learning community, we have six whole school topics which are taught each year. Our topics are planned using an Enquiry Driver (History or Geography) and learning is enhanced by using and Enquiry Enhancer (Music, Art, Design and Technology).

Autumn I Autumn II Spring I Spring II Summer I Summer II
Human Planet Natural Planet Great Leaders Great Pioneers Great Inventors Passport to the World

Each topic is given a focus for each year group and details of these can be found here.

Wider School Curriculum

As school curriculum is far more complex than what is taught, we integrate our values and aims into all areas of school life. We do this by:

  • planning special studies days, weeks and months which change annually and to reflect important national and international events and anniversaries;
  • planning and delivering assemblies that develop British Values, school values and support the social, moral and cultural development (a copy of our assembly overview can be found here);
  • ensuring all children have planned opportunities to experience activities that develop character and resilience (red activities);
  • teaching PSHE and using the Thrive approach across the school.

Within each year group, we have planned for the skills and knowledge to be taught as well as a range of in-school and out-of-school experiences; emphasis on social, moral, spiritual and cultural; an integrated programme for character development; and an increasing understanding of the world. Our special studies change annually to reflect a wide range of important events, commemorations and anniversaries. Our annual curriculum overview for each year group can be found here:

Year One Curriculum Overview

Year Two Curriculum Overview

Year Three Curriculum Overview

Year Four Curriculum Overview

Year Five Curriculum Overview

Year Six Curriculum Overview