Curriculum Information

At Towngate Primary Academy, we believe that a high quality education can positively enhance children’s lives and shapes future aspirations. Our academy values are at the core of all we do: they provide the foundations for our learners to achieve academically and grow into good, hard working citizens who make valued contribution to the world in which we live.

We ensure all children are valued and challenged so that they are prepared for later life beyond  primary school.

Our curriculum is designed to develop the whole child, with our curriculum aims threaded throughout each year.

At Towngate Primary Academy, we will:

  • Ensure our children are equipped with ambition to achieve well in the future.
  • Instil a love for life-long learning through a rich curriculum experience that promotes language development and develops cultural capital in all areas.
  • Support children to have high levels of self-esteem and self-regulation who are resilient to set backs.
  • Enable everyone to be proud of and a part of our community.
  • Empower children to lead lives that are physical and mentally healthy.

Our curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. We then enhance the National Curriculum by ensuring that our content meets the needs of our pupils here at Towngate. In addition, we enrich learning through providing opportunities, visits, visitors, life-skills and first-hand experiences that build real-life learning.

To ensure that pupils develop secure knowledge, vocabulary,  and skills that they can build on, our curriculum is organised into a progression model that outlines the knowledge, vocabulary and skills to be taught in a sequentially coherent way in each year group. All aspects of the curriculum are carefully mapped out to ensure that pupils build on secure prior knowledge so that they can make meaningful connections. Each subject taught has its own progression grid, designed by the curriculum leader for that subject.

When covering each subject, the progression grids will be carefully organised by each year group team through a long-term plan. Knowledge, vocabulary and skills will then be planned for at a greater level of detail in medium term plans and within the consistency in  lesson slides used to teach pupils within the classroom. All subjects are delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.


All learning will start by revisiting prior knowledge and reviewing what the children have learnt before. This will be scaffolded to support children to recall previous learning and make connections between prior and new learning. Staff will model explicitly the subject specific knowledge, vocabulary and skills relevant to the learning to allow pupils to integrate new knowledge into larger concepts.

Teachers support children to practice new learning, questioning for understanding, checking for misconceptions and giving direct and appropriate feedback. This moves children from supported practice to independence at the correct pace for them, ensuring all children are challenged.

Learning is supported through the use of the learning environment that provides children with scaffolding that supports them to retain new facts and vocabulary in their long-term memory. All classrooms use working walls to capture knowledge, steps for success, vocabulary and key questions to scaffold learners to work towards independence.

Tier three specific vocabulary, based on the research of Alex Quigley, is displayed on the learning wall along with key facts and questions, and model exemplars of the work being taught. Shared spaces around school display subject work from early years to the end of KS2, highlighting the curriculum content and concepts that are developed over time. We use our communal displays as our ‘learning showcase’ which highlights the outcome of pupils learning across a range of subjects. Children are then encouraged to use the learning showcase as a stimulus to talk about their learning and inspire pupils to become excited about the subject content they will study through their time at Towngate Primary.

Weekly curriculum quizzes are used to review learning and check that children know more and remember more. These are based on the research of Kagan and require children to think deeply. Learning is reviewed also on a termly basis, after a period of forgetting, so that teachers can check whether information has been retained.

Assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their lesson planning, activities and differentiation.

Our children will be given a variety of experiences both in and out of the classroom, where appropriate, to create memorable learning opportunities, to apply their knowledge to wider concepts and to further support and develop their understanding and language acquisition.


At Towngate Primary Academy, the impact of our curriculum is shown in several ways:

In core subjects, impact is shown through the progress and outcomes of pupils in national testing and summative testing throughout the academic year. These assessments inform the success of teaching and learning and identify pupils who require further support to achieve. Pupil voice and the quality of work in pupils’ books demonstrates the deeper impact on pupils knowing and remembering more, the positive attitudes to learning pupils foster and also demonstrate the consolidation of key skills. As pupils read and write for varied purposes across the curriculum, the impact of the core curriculum can be seen as pupils embed these skills widely. The impact of the core curriculum can also be seen through the uptake of extra-curricular clubs including enterprise, mathematics, newspaper and the debate team.

Within the wider curriculum, pupil voice shows that pupils are confident and able to talk about what they have learnt using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy and are able to recall their learning over time as a result of daily and weekly reviews of knowledge. Pupils’ work demonstrates that the curriculum is taught at an age-appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work in pupils’ books across the curriculum is of good quality and demonstrates that pupils are acquiring knowledge, skills and vocabulary in an appropriately coherent sequence so that they know more and remember more.

As a result of the curriculum in place, pupils’ talents are fostered and built upon through the offer of extra-curricular opportunities, thus raising pupils’ aspirations and willingness to achieve.