Carr Green Primary School

Curriculum statement


We have designed the curriculum at Carr Green Primary School building on our 3 school values of respect, responsibility and resilience.

Big ideas


Understanding what it means to be human and how human behaviour has shaped the world.


Understanding the many dynamic and physical processes that shape the world.


Understanding the creative process and how everyday and exceptional creativity can shape the world.


Understanding the importance of investigation and how this has led to significant change in the world.


Understanding the properties of all matter, living and non-living.


Understanding the complexities of the plant and animal species that inhabit the world.

Place and space

Understanding the visual, cultural, social, and environmental aspects of places around the world.


Understanding how and why things are the same or different.


Understanding why significant people, places, events and inventions matter and how they have shaped the world.


Understanding why and how things have changed over time.

Mission statement

Our vision, ethos and strategic direction

For our school community: The primary goal of the Governing Board at Carr Green is to help children to become reflective, confident, independent, caring and healthy young people. We recognise that positive relationships have a huge impact on learning, so each day begins with a circle, which is an intentional opportunity to start with a chance for everyone (including adults) to share how they are feeling as we begin another school day. We talk about making choices and this is clearly reflected in our Relationships Policy and in our practice. The concept of 'team' is integral to our philosophy, so we seek to celebrate successes openly and face challenges with the question, 'Who do I need to help me with this?' We also ask parents to support our Relationships Policy.

For our children: As Headteacher, I am committed to making sure learning is engaging so that you have every opportunity to be the best that you can be. I expect everyone to work with you and for you and I expect you to try your hardest to work with us. I’ll say yes if you ask, unless there is good reason to say no. When you get stuck, we’ll help; when you feel unhappy, we’ll sort things out quickly; and when you make a big effort with your challenges we’ll really celebrate your successes! We want Carr Green children to be respectful, take responsibility and grow in resilience.

For our teaching staff: As teachers we have 5 central priorities: • Building relationships • Excessive clarity – ensuring that everything we stand for is fully understood by everyone • Emotional engagement – making learning meaningful • Engaging questioning – deepening understanding • Effective feedback – accelerating learning

General principles

Our curriculum will give children the opportunity to:

• understand the purpose and value of their learning and see its relevance to their past, present and future
• develop and demonstrate their creativity
• develop a rich and deep subject knowledge
• develop new skills through a variety of interesting contexts


The rationale for our curriculum is rooted in the belief that our children need to: • communicate effectively and think critically • reverse an upward trend in the scope and incidence of mental health issues • build healthy and appropriate relationships • address a declining participation in physical activity • acquire skills that can be used to make things • increase knowledge and understanding of what is around them - locally, nationally and globally


Our curriculum will give children the opportunity to:

• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences
• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views
• Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict
• Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
• Democracy - Be part of a system where everyone plays an equal part
• Individual liberty - Be free to express views or ideas
• Tolerance and respect - To respect and tolerate the opinions or behaviour of others
• Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour


To accelerate learning, we believe there are 3 vital ingredients: 1) good mental and physical health 2) creativity 3) a developing awareness of the world

By bringing together the National Curriculum Programmes of Study, the Carr Green Passport, the Relationships Education document, our Emotional Health and Well-being strategy and the new RE syllabus we have the content through which children will gain the knowledge, skills and understanding necessary for being prepared for life.


Our curriculum will give children the opportunity to:

• develop self-esteem and confidence in their abilities
• learn in a peaceful and supportive environment
• learn how to respect themselves and others
• follow their own interests and be themselves
• reflect and think mindfully about their learning
• recognise that people are good at different things
• build respectful friendships
• work in a range of groups and settings


Carr Green School regards the emotional health and well-being of everyone in our school community as of highest importance. By applying this value statement to our work practices, we aim to promote mental well-being and prevent stress by providing a supportive culture. We recognise that health is both emotional and physical, and we are committed to doing everything we can to ensure everyone is able to thrive.

Pupil voice

Our curriculum will give children the opportunity to:

• make a positive contribution to the school and local community
• explore ways of becoming an active citizen
• say what they like and dislike about their learning
• take part in age-appropriate discussions
• make choices about things that are important to them
• contribute to planning their own learning
• express their opinions on a range of different topics and issues
• take part in democratic activities across the curriculum


Our policies and practice reflect our aim to build strong resilience in children to help them develop the skills they need to maintain their own emotional health and well-being. Our school culture is shaped around the premise that we will always say yes unless there is a very good reason to say no. This is seen most clearly in the confidence of our children to show initiative.


Our curriculum will be taught through a pedagogy that:

• excites, promotes and sustains children’s interest
• promotes problem solving, creativity and communication
• enables and fosters children’s natural curiosity
• offers all children a memorable experience at the start of every topic
• enables children to reflect on and evaluate their learning
• promotes innovation and entrepreneurialism


We believe that all our children are entitled to a broad and balanced curriculum that is enriched with a range of memorable experiences. Engagement is the key to our teaching and learning - when children are absorbed in their learning. imaginations can run riot!


We will enrich our curriculum by:

• offering opportunities for children to learn outdoors
• providing on and off-site subject or topic related activities
• developing partnerships with external providers that extend children’s opportunities for learning
• holding specialist curriculum days or weeks
• welcoming parents and carers to take part in children’s learning and experiences
• using quality resources in and out of the classroom


A wealth of resources are literally on our doorstep - from 'expert' children, highly trained staff, skilled parents and grandparents, the school grounds, the local area, local organisations to a number of purposeful facilities and environments. A child educated only in school is an uneducated child. (George Santayana).


Pupil Group Educational visits (off-site) Educational visitors (on-site) Residential visits Outdoor learning (e.g. Forest Schools) Arts and culture Community and partnership learning Specialist curriculum days Allocated total budget
Year 1 1 days 3 days
Year 2 1 days 3 days
Year 3 3 days 1 days 1 days 1 days 2 days
Year 4 3 days 3 days
Year 5 3 days 1 days
Year 6 3 days 5 days 1 days
Totals 1 weeks, 3 days
(8 days)
1 weeks, 2 days
(7 days)
1 weeks, 3 days
(8 days)
1 days 1 days 0 days 2 weeks
(10 days)
0 days