The Egerton Curriculum

Our School Vision

Through dynamic teaching, a highly creative curriculum and supportive environment, every Egerton child gains a passion for learning. When combining with the knowledge, skills and values they develop, we enable our children to fulfil their potential as global citizens in an ever- changing world.

Significant work has taken place over the past 3 years, including action research, to refresh our curriculum design in line with our school vision. It is clearly set out, ambitious, distinctive and defines the approach to teaching and learning through six aspects with ‘self-determination’ and ‘disruptive pedagogy’ at its heart. Alongside this we use Bloom’s Taxonomy and P4C as a way of organising children’s learning and providing challenge. Threaded through this are global aspects including children’s rights and the Sustainable Development Goals to add further complexity and diversity. At Egerton we have a whole school approach to supporting Special Educational Needs and Disability and use the guidance set out in The Equality Act 2010 and the SEN Code of Practice 2014.  We also support and promote Mental Health and Wellbeing and offer an Inclusive Education to all our pupils.

Aims of the curriculum

At Egerton, we aim to provide a curriculum which enables children to make progress and attain exceptional outcomes. Knowledge and skills are carefully planned and sequenced so that children’s prior learning is built on and through the application of key skills, used and applied. We aim to provide our children with the skills and knowledge to enable them to thrive and flourish in whichever pathway they choose for their future. 

Our curriculum is broad, balanced and enriched with a strong approach to global learning including the teaching of Spanish from Year 1 to Year 6 and the work of our partnership with Egerton Primary School in Kenya. It is important that children are supported and actively encouraged to be curious about the world they live in. Global learning at Egerton is like a golden thread running through all aspects of the curriculum involving local, national and global aspects. The staff work hard to ensure that we are responsive as a team to provide children with learning opportunities to think critically and gain an accurate world view.

The school has a thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive as individuals and collectively. The adoption of Philosophy for Children ensures that all children have the opportunity to be reflective of their own beliefs and those of others. They are actively encouraged to be curious, to gain a sense of fascination of themselves and the world around them. All children run a ‘Daily Mile’ which supports a healthy body and a healthy mind.

The aspects as defined by British Values; Respect, Tolerance, Social Justice, Right to vote and Democracy are threaded through our curriculum. In reality, of course, there are few, if any, values that are exclusively British. There may be some national traits and characteristics, but what we hold dear and important is also true of most other nationalities, races and creeds. These are basic, human, universal values of decency and care of one person for another, for family, peaceful community and social cohesion.

Daily life at Egerton is rich and complex. The children share their learning experiences with their parents via Seesaw, an online learning journey which enables parents to gain an insight into life at school so that they can complement this at home. This is done via Tapestry in Reception. All parents can then stay connected to their children’s learning journey.

How the curriculum is structured



Foundation subjects

  • Taught discretely
  • ‘Maths No Problem’ mastery scheme delivered in EYFS, KS1 and 2
  • Prior knowledge is used and applied through the wider curriculum
  • Discrete teaching of SPAG
  • Discrete teaching of reading
  • SPAG and reading knowledge are used and applied through speaking and listening and writing composition
  • To provide a context and relevance for writing, where appropriate, cross curricular links will be made
  • Subjects taught through and overarching theme
  • To provide a purpose for learning, the thematic curriculum is delivered via  ‘Mantle of the Expert’
  • Where knowledge does not fit into an overall theme it will be delivered discretely
  • Each cohort has been assigned a continent to explore related to geographical themes

Our thematic approach to learning

A strong characteristic of our school is global learning which enhances our thematic approach by setting the learning in a local, national or global context to ensure learning is relevant and accurate. Our creative curriculum aims to provide the opportunities for children to view the world in different ways and to use their imagination to create amazing outcomes. These opportunities are embedded through their ‘BRAVE’ themes:

Buzzing: a curriculum that hooks the children and makes them feel excited about their learning

Relevant: a curriculum that enables pupils to see the real world outside the classroom whilst supporting their ethical and moral development

Academic: the layering of knowledge and skills related to specific subjects and themes to achieve connectivity

Vocational: adopting practical skills and qualities most specifically the 5Rs; Reflective, Reciprocal, Resilient, Resourceful and Respectful. Other strong aspects include critical thinking, collaboration, problem solving, empathy, compassion, adaptability, creativity to real tasks to produce excellent outcomes

Evaluative: Assessment for learning, assessment of learning

Learning sequence

Buzz session/ Stunning start (Mantle of the expert)

Prior to the theme (final week of the previous half term) the children will carry out a buzz session to enable the teacher to find out what they already know about their new theme and what learning they will need to take part in during the theme. We use ‘The Mantle of the Expert’ to provide a context for learning to stimulate discussion. The Mantle will act as a hook for children to become immersed in the theme. The children become experts in a specific field. Examples include archaeologists, zoo keepers, dieticians, farmers etc


Every piece of learning taking place through the theme is an opportunity to give a context and relevance to the national curriculum statements. Prior knowledge and skills are reviewed. The children are constantly challenged to make connections in their learning. The Sustainable Development Goals and articles of children’s rights are mapped across the themes providing a clear and strong relevance and purpose to learning. Opportunities to apply Maths and English are explicit. If an area of the curriculum does not link to the theme it will be taught in isolation but evidence will be placed in the theme book.

Fabulous finish

Our thematic curriculum is a journey to showcase all that we have learnt within the theme to create a fabulous finish where we present to an audience the learning that has taken place. This is the opportunity to share the amazing outcomes our children have created.

Final assessment

Teachers engage in formative assessment throughout a theme. The children engage in this too through a variety of strategies of assessment for learning. Final assessments are integral to the design of a fabulous finish and creative homework tasks.

If you wish to learn more about our curriculum please refer to school policies and the global learning page.